THREE TASK FORCES, COMPOSED OF SCHOOL, COLLEGE, AND UNIVERSITY STAFF MEMBERS, WERE CREATED TO DO THE INITIAL WORK NEEDED TO DEVELOP TEACHER EDUCATION PROGRAMS IN SELECTED CITIES. THE FIRST GROUP SOUGHT TO DEFINE DESIRABLE BEHAVIOR CHARACTERISTICS FOR TEACHERS OF CULTURALLY DEPRIVED STUDENTS. IMPORTANT CHARACTERISTICS ARE--WARMTH, UNDERSTANDING OF COURSE CONTENT CONCEPTS, ORDERLINESS AND CONSISTENCY OF PRESENTATION, ABILITY TO SOLVE UNIQUE PROBLEMS, AND AN UNDERSTANDING OF LOWER-CLASS FAMILIES AND THE PROBLEMS THEY FACE. IN ADDITION THE TEACHER SHOULD BE COMMITTED TO HER ASSIGNMENT AND BE FREE FROM BIAS OR PREJUDICE. THE SECOND TASK FORCE WAS CHARGED WITH DEVELOPMENT OF CURRICULUM CONTENT AND EXPERIENCES WHICH COULD ELICIT BEHAVIOR DESCRIBED BY TASK FORCE NUMBER ONE. THE EDUCATIONAL SEQUENCE SHOULD BEGIN WITH A 4-YEAR LIBERAL EDUCATION GEARED TO PROBLEMS OF LIVING IN THE PRESENT CENTURY, FOLLOWED BY A YEAR'S "INTERNSHIP" IN AN URBAN SCHOOL WHERE THE TEACHER WOULD WORK WITH COLLEAGUES IN THE SCHOOL AND STUDY SPECIFIC PROBLEMS OF URBAN EDUCATION THROUGH EXPERIENCE AND SEMINAR COURSES AT THE UNIVERSITY. INSERVICE TRAINING THROUGH CONFERENCES AND GROUP WORK WOULD CONTINUE SUCH EDUCATION. THE THIRD GROUP IS ATTEMPTING TO ESTABLISH SYSTEMS OF EVALUATING THE TRAINING PROGRAMS DESCRIBED BY GROUP TWO. SOME OF THE INSTRUMENTS USE STANDARDIZED TESTS AND INTERVIEWS WHILE OTHERS ARE COMPLEX TEACHER- AND STUDENT-RATINGS. MANY AREAS OF MEASUREMENT STILL DO NOT HAVE INSTRUMENTS CONSTRUCTED FOR THEM.