THE POSITION TAKEN IS THAT THE CURRICULAR CHANGES THAT HAVE BEEN MADE AT THE UNIVERSITY LEVEL TO PERMIT EDUCATIONALLY DISADVANTAGED STUDENTS (USUALLY NEGRO) TO ATTEND COLLEGE ARE ONLY PALLIATIVE BECAUSE MOST ADMISSION PROCEDURES ARE TOO INFLEXIBLE TO CONSIDER THE EFFECTS OF A DISADVANTAGED EDUCATION IN THE LOWER SCHOOLS ON A STUDENT'S SCHOLASTIC RECORD. ON THE OTHER HAND, SOME WELL-MEANING COLLEGES PRACTICE REVERSE DISCRIMINATION AND "INSTANT NEGRITUDE" (TOKENISM) AND ACCEPT DISADVANTAGED MINORITY GROUP STUDENTS WHO MAY NOT BE ABLE TO DO COLLEGE WORK. FOR THE DISADVANTAGED STUDENT THE PROBLEMS OF COLLEGE ADMISSION AND FINANCIAL AID ARE INSEPARABLE, AND THE MOST HELP IS NEEDED BY THE STUDENTS WITH MODEST ACADEMIC CREDENTIALS--THE MOST TALENTED USUALLY CAN GET AID. SEVERAL KINDS OF PROGRAMS TO UPGRADE THE STUDENT'S ACADEMIC PERFORMANCE, AND THUS INCREASE HIS OPPORTUNITIES FOR COLLEGE, HAVE BEEN HELPFUL--LOCAL COMPENSATORY AND ENRICHMENT EFFORTS, EXCHANGE PLANS, AND TUTORING, AMONG OTHERS. MOST CHANGES AT THE PRESENT TIME IN THE COLLEGE CURRICULUM BENEFIT THE ABLE STUDENT WHO COMES FROM A HIGH SCHOOL WHICH OFFERS ADVANCED ACADEMIC COURSES, BUT IT IS THIS KIND OF CURRICULUM REFORM THAT PRESENTS YET ANOTHER BARRIER FOR THE STUDENT FROM A DISADVANTAGED SCHOOL. THIS ARTICLE WAS PUBLISHED IN THE "PHI DELTA KAPPAN," VOLUME 47, NUMBER 7, MARCH 1965. (NH)