MORE EFFECTIVE SCHOOLS, A NEW YORK CITY SPECIAL SCHOOL PROGRAM, IS CRITICALLY EVALUATED HERE. THE PROGRAM, INITIATED BY THE UNITED FEDERATION OF TEACHERS (UFT), AND DEVELOPED BY THE BOARD OF EDUCATION, THE COUNCIL OF SUPERVISORY ASSOCIATIONS, AND THE UFT, EMPHASIZES THE IMPORTANCE OF A GUIDANCE APPROACH IN TEACHING GHETTO CHILDREN. THE CLASSES IN THE 21 PARTICIPATING SCHOOLS HAVE A MAXIMUM SIZE OF 22 STUDENTS, AND THE PROGRAM OFFERS SUPPLEMENTARY HEALTH AND COMMUNITY SERVICES, "CLUSTER" CLASS ARRANGEMENTS, AND HETEROGENEOUS GROUPING. IT IS FELT THAT THE PROGRAM HAS BEEN A TREMENDOUS FAILURE. THIS CRITICISM IS BASED ON FIRSTHAND EXPERIENCE, FROM WHICH THE ROLES OF THE ADMINISTRATION AND THE TEACHERS WERE ANALYZED. THE ADMINISTRATION WAS FOUND TO BE RIGID, RESTRICTIVE, AND UNIMAGINATIVE, AND THE TEACHERS INEXPERIENCED, IN CONFLICT WITH ONE ANOTHER, AND OFTEN HOSTILE TO THE CHILDREN. CRITICIZED TOO IS THE EMASCULATION OF SOME OF THE BEST FEATURES OF THE INITIAL PLAN BECAUSE OF A LACK OF MONEY AND INSPIRING PRINCIPALS. THIS ARTICLE WAS PUBLISHED IN "THE URBAN REVIEW," VOLUME 2, FEBRUARY 1967. (NH)