BECAUSE MILLIONS OF AMERICANS HAVE BEEN DEPRIVED OF EQUAL EDUCATIONAL OPPORTUNITIES, CITIES OF TODAY REALIZE THEIR OBLIGATION TO EDUCATE THE CULTURALLY DEPRIVED. CULTURALLY DEPRIVED CHILDREN REFLECT INDIFFERENCE TO RESPONSIBILITY, NONPURPOSEFUL ACTIVITY, POOR HEALTH HABITS, INADEQUATE COMMUNICATION SKILLS, LITTLE MASTERY OF READING SKILLS AND A SENSE OF FAILURE. THESE CHARACTERISTICS ARE REFLECTED IN THE SCHOOLS, LOWER ACHIEVEMENT RATES, LOWER INTELLIGENCE TEST SCORES, HIGH FAILURE RATES, POOR ATTENDANCE, HIGH INCIDENCES OF BEHAVIOR DIFFICULTIES AND HIGH DROPOUT RATES. THESE LEAD DIRECTLY TO POOR EMPLOYMENT SKILLS AND POTENTIAL, LIMITED MOTIVATION TOWARD AND UNDERSTANDING OF CIVIC RESPONSIBILITY, AND HIGH INCIDENCE OF DEPENDENCE. THE NEEDS OF DISADVANTAGED YOUTH MAY BE SERVED BY DEVELOPMENT OF A PROGRAM ADAPTED TO THEIR NEEDS, MODIFICATIONS OF THE EXISTING PATTERNS, PROPER SELECTION AND UTILIZATION OF PERSONNEL, IMPROVED USE OF INSTRUCTIONAL EQUIPMENT AND MATERIALS, AND INVOLVEMENT OF PARENTS AND COMMUNITY IN THE EDUCATIONAL PROGRAM. EDUCATORS MUST FACE THE PROBLEMS OF THE MID-20TH CENTURY IN EDUCATION. SOME OF THE PROJECTS EMPHASIZED HAVE BEEN--PRESCHOOL PROGRAMS, PRE AND IN-SERVICE EDUCATION, READING INSTRUCTION, CULTURAL ENRICHMENT AND FORMATION OF REMEDIAL PROGRAMS.