After 5 years, the projects' three programs were reviewed. The educational program, conducted in three schools, was devised to compensate for behavioral deficits and to reward positive behavior in culturally deprived children, ages 3 to 9. Children were individually assessed and rated by stages of achievement. As a result, all children made significant gains on standardized tests and performed at norms for the population. Teachers noted positive differences in the subjects' behavior. The three parent education programs, aimed at changing parental attitudes and behavior to positively influence their children's educational development, varied in practice. Although no instruments were used to test results, social workers and teachers reported increased involvement by parents. Through workshops, team meetings, and consultant services, a teacher inservice program attempted to help teachers be more effective in working with culturally disadvantaged children. The teachers and program director noted changes in the teachers' behavior and feelings. For the next year, teachers would assess new students. There was still a need for accurate instruments to assess individual behavior. (JS)