This investigation identifies the goals in art education that high school teachers and college professors consider important in formulating a hierarchy of goals in terms of students' behavior, as guidelines for developing a ninth year general art course for disadvantaged youth in urban areas. Art goals to meet the special educational needs of the disadvantaged are derived from the recent literature in the field, and submitted to a panel of college professors in art education and to a panel of high school teachers of art for evaluation. Priorities assigned by the professors to the goals are then compared statistically to priorities assigned by the teachers to the goals. First level goals consists of affective factors such as self concept and perception, and cognitive factors such as conceptualization and art creativity. Middle level goals are interdisciplinary help and art appreciation. All lowest level goals are cognitive but for two exceptions: art techniques in breadth and depth, which are psychomotor. A conclusion drawn from the study is that goals derived from the art education literature are consistent with the general educational goals of schools, and important for inclusion in an art program for the disadvantaged. (Author/AM)