AN EXPLANATION OF THE MORE EFFECTIVE SCHOOLS PROGRAM OF 1964-1965, THE PERSONNEL AND TECHNIQUES USED, AND THE PROBLEMS ENCOUNTERED IS PRESENTED. THE PROJECT PROVIDES COMPENSATORY EDUCATION FOR DISADVANTAGED CHILDREN BY OFFERING GUIDANCE AND PSYCHOLOGICAL SERVICES, SUBJECT AND READING SPECIALISTS, SMALL CLASSES, EARLY CHILDHOOD EDUCATION, CULTURAL EXPERIENCES, AND ADEQUATE MATERIALS AND EQUIPMENT. CLASSES ARE LIMITED TO 15 CHILDREN IN NURSERY AND KINDERGARTEN GROUPS, AND TO 22 IN HIGHER GRADES. A TEAM OF FOUR TEACHERS IS RESPONSIBLE FOR EVERY THREE CLASSES. SPECIAL TEACHERS OF ART, SCIENCE, SPEECH, CORRECTIVE READING, LIBRARY, ENGLISH LANGUAGE ARTS, MUSIC, AND AUDIOVISUAL AIDS ARE PROVIDED FOR EACH SCHOOL, AS WELL AS THREE GUIDANCE COUNSELORS, ON PSYCHOLOGIST, AND TWO SOCIAL WORKERS. AN ADMINISTRATIVE ASSISTANT AND ASSISTANT PRINCIPALS ARE ASSIGNED TO EACH SCHOOL. A COMMUNITY RELATIONS COORDINATOR AND SOCIAL WORKERS VISIT HOMES AND WORK WITH PARENTS. EFFORTS ARE BEING MADE TO INTEGRATE THE SCHOOLS. ONE PROBLEM ENCOUNTERED INVOLVES DISCIPLINE FACTORS INHERENT IN MOVING GROUPS OF CHILDREN THROUGH THE HALLS. A SOLUTION IS SOUGHT BY MOVING THE CLASSES IN A CLUSTER TO REDUCE HALL TRAFFIC. ANOTHER POTENTIAL PROBLEMS STEMS FROM THE NATURE OF THE CLASS CHANGES, TEACHERS ARE UNFAMILIAR WITH SHARING THE RESPONSIBILITY FOR A CHILD'S EDUCATION. THIS PAPER WAS PRESENTED TO CONFERENCE ON CURRICULUM AND TEACHING IN DEPRESSED URBAN AREAS (4TH, COLUMBIA UNIVERSITY, JUNE 21- JULY 2, 1965).