THE NEED FOR COMPENSATORY EDUCATION IN AND THE NECESSITY OF PROVIDING OUTSTANDING TEACHERS AND COMMUNITY WORKERS FOR DEPRESSED AREAS ARE DISCUSSED. DISADVANTAGED YOUTH ARE CHARACERIZED BY THEIR NONPURPOSEFUL ACTIVITY, INDIFFERENCE TO RESPONSIBLITY, POOR HEALTH HABITS, POOR COMMUNICATION SKILLS AND READING HABITS, LIMITED EXPERIENCES AND CONTACTS IN THE AREAS UPON WHICH SCHOOL PROGRAMS ARE BUILT, AND A FAILURE SYNDROME RESULTING FROM THE APATHY ENGENDERED BY THEIR ENVIRONMENT. SUCH TRAITS LEAD TO LOW ACHIEVEMENT RATES, BEHAVIOR DIFFICULTIES, POOR ATTENDANCE, AND HIGH DROPOUT RATES. COMPENSATORY EDUCATION IS A MAJOR WAY IN WHICH SCHOOLS CAN HELP DEPRIVED YOUTH. COMPENSATORY PROGRAMS ARE COSTLY, IN MANY CITIES FINANCIAL AID HAS BEEN GIVEN TO SCHOOLS WITH HIGH NUMBERS OF DISADVANTAGED CHILDREN. A PROGRAM IS DEPENDENT FOR SUCCESS ON TEACHERS, VOLUNTEER WORKERS, AND COMMUNITY WORKERS, WHO COMMIT THEIR TIME, ENERGY, EXPERTISE, AND SPECIAL SKILLS, WHO UNDERSTAND THE NEEDS AND PROBLEMS OF DISADVANTAGED YOUTH, AND WHO ACCEPT THESE PEOPLE. SCHOOLS SHOULD IMPROVE THEIR SELECTION PROCEDURES TO WEED OUT THE HOSTILE OR THE IMCOMPETENT TEACHER. THE BROADENING OF PRESERVICE AND INSERVICE TRAINING PROGRAMS WOULD PROVIDE A BETTER INTELLECTUAL AND EXPERIENTIAL BASE FOR THE TEACHERS OF THE DISADVANTAGED AND WOULD BRIDGE THE GAP BETWEEN THE THEORY OF THE UNIVERSITY AND THE REALITY OF THE SLUM CLASSROOM. TEACHING IN THE INNER CITY SHOULD BE REWARDING ENOUGH TO ATTRACT THE BEST TEACHERS. THE FIVE YEAR TEACHER TRAINING CURRICULUM IS ESSENTIAL. IN ADDITION TO EXCELLENT TEACHERS AND TO SCHOOL-BASED COMMUNITY WORKERS WHO PROVIDE LIAISON BETWEEN THE SCHOOL AND THE PARENTS AND COMMUNITY, SCHOOLS WITH DISADVANTAGED YOUTH NEED PSYCHOLOGISTS, SPEECH AND HEARING TECHNICIANS, ATTENDANCE OFFICERS, NURSES AND DOCTORS, AND VISITING TEACHERS OR SCHOOL SOCIAL WORKERS.