THE COMMITTEE ON COMPENSATORY EDUCATION UNDERTOOK A COMPREHENSIVE STUDY OF CHICAGO'S PROGRAMS FOR THE EDUCATION OF THE CULTURALLY DEPRIVED. GEOGRAPHICAL AREAS MOST IN NEED OF COMPENSATORY EDUCATION WERE IDENTIFIED, AND THEIR POPULATION GROUPS STUDIED. MAJOR GROUPS RESIDING IN SUCH AREAS WERE FOUND TO BE THOSE STILL IN THE PROCESS OF ABSORBING NEW CULTURAL TRAITS--THE SPANISH-SPEAKING MIGRANT FROM MEXICO OR PUERTO RICO, THE NEGRO MIGRANT FROM POVERTY STRICKEN AREAS IN THE SOUTH, AND THE APPALACHIAN MOUNTAIN WHITE. NEEDS UNIQUE TO EACH GROUP WERE IDENTIFIED IN ORDER THAT QUALITY EDUCATION COULD BE PROVIDED. BACKGROUND EXPERIENCE DIFFERENCES OF CHILDREN IN AVERAGE AND DISADVANTAGED AREAS WERE DISCUSSED. SCHOOLS IN DISADVANTAGED AREAS WERE PROVIDED WITH--EXTRA TEACHERS TO REDUCE THE TEACHER-PUPIL RATIO, ASSISTANT PRINCIPALS TO AID CLASSROOM TEACHERS, AND DIFFERENTIATED TEACHING GUIDES TO PROVIDE FOR DIVERGENT RATES OF PHYSICAL, MENTAL, SOCIAL, AND EMOTIONAL DEVELOPMENT. OTHER PROGRAMS INCLUDED PRESCHOOL EDUCATION TO READY DISADVANTAGED CHILDREN FOR ENTRY INTO THE FIRST GRADE, SPECIAL SUMMER SCHOOLS DESIGNED TO BRING CHILDREN UP TO GRADE LEVEL IN ACHIEVEMENT AND TO PROVIDE CULTURAL EXPERIENCES, AND "OPPORTUNITY ROOMS" TO FACILITATE LANGUAGE TRAINING AND ABSORPTION OF NEW CULTURAL TRAITS FOR THE NONENGLISH SPEAKING PUPIL. ADULT EDUCATION PROGRAMS RANGING FROM ELEMENTARY THROUGH HIGH SCHOOL, INCLUDING OPERATION ALPHABET, TELEVISED FOR THOSE UNABLE TO ATTEND FORMAL CLASSES, ORIENTATION PROGRAMS TO INTEREST PUPILS IN GOINT ON TO HIGH SCHOOL, AN AMERICANIZATION PROGRAM TO ASSIST THE FOREIGN BORN, AND AN URBANIZATION PROGRAM TO ASSIST THE RURAL NEWCOMER, WERE ALSO ESTABLISHED.