IN DISCUSSING THE EFFECTIVENESS OF ELEMENTARY AND SECONDARY EDUCATION ACT TITLE I PROGRAMS, THIS REPORT INDICATES THAT THE ATTITUDES OF TEACHERS TOWARDS THEIR DISADVANTAGED PUPILS ARE CRUCIAL IN HELPING THESE CHILDREN TO LEARN. SINCE TEACHERS' ATTITUDES OFTEN REFLECT THE NEGATIVE ATTITUDES OF SOCIETY, INSERVICE PROGRAMS SHOULD DEVELOP IN TEACHERS CONSTRUCTIVE ATTITUDES ABOUT THEIR RELATIONSHIP WITH AND RESPONSIBILITY TO THE DISADVANTAGED. THE REPORT RECOMMENDS (1) THE CONTINUED APPLICATION OF TITLE I FUNDS TO SUMMER SCHOOL PROGRAMS, (2) EXPANDED INSERVICE TRAINING OF TEACHERS, (3) THE DEPLOYMENT OF PRINCIPALS WHO UNDERSTAND THE NEEDS OF THE DISADVANTAGED, (4) THE DEVELOPMENT OF A STRENGTHENED ADVISORY ROLE FOR THE FEDERAL GOVERNMENT, AND (5) THE USE OF NONGOVERNMENT ORGANIZATIONS TO DEVELOP TEACHER INSERVICE TRAINING INSTITUTES. THE REPORT NOTES THAT A NEGRO CHILD WHO HAS BEEN TRANSFERRED TO A WHITE SCHOOL MAY BE CUT OFF FROM CERTAIN TITLE I BENEFITS, AND AT THE SAME TIME POINTS OUT THAT TITLE I FUNDING OF NEIGHBORHOOD SCHOOLS MAY ENCOURAGE THE MAINTENANCE OF SCHOOL SEGREGATION. (DK)