COMPENSATORY AND DEVELOPMENTAL EDUCATION IS EMPHASIZED AS THE MAJOR MOVING FORCE IN THE DEVELOPMENT OF THE DISADVANTAGED. THE DEVELOPMENT OF DISADVANTAGED PEOPLE IS NECESSARY FOR THE CONTINUED GROWTH OF THEIR COMMUNITIES, PROGRAMS SHOULD BE DEVELOPED WHICH INVOLVE DISADVANTAGED CHILDREN AT EVERY STAGE OF THEIR GROWTH AND DEVELOPMENT. TO THAT END, ADULT EDUCATION PROGRAMS TO PROMOTE FAMILY PLANNING, PRENATAL AND POSTNATAL CARE, AND THE PROVISION OF A BETTER HOME ENVIRONMENT ARE BEING ADJUSTED TO MEET COMPENSATORY EDUCATION NEEDS. GAPS BETWEEN PARENTAL DESIRES AND ABILITIES TO PROVIDE DEVELOPMENTAL EXPERIENCES IN THE EARLY YEARS ARE BEING FILLED WITH NEW PROGRAMS IN EARLY CHILDHOOD EDUCATION. IN ELEMENTARY SCHOOLS, AGE-GRADE DECREMENTS IN SCHOOL ACHIEVEMENTS WHICH DISCOURAGE DISADVANTAGED CHILDREN ARE BEING REPLACED WITH UPGRADED SCHOOLS, JUNIOR PRIMARIES, FLUID GROUPING, AND STRONG READING READINESS PROGRAMS. AFTER SCHOOL HOURS, MANY SCHOOLS ARE BEING KEPT OPEN FOR TUTORING, ENRICHMENT, AND PARENT DISCUSSIONS. THERE IS HEAVY EMPHASIS ON FIELD TRIPS, LOWERED CLASS ENROLLMENT, THE UTILIZATION OF PEACE CORPS RETURNEES AND PEACE CORPS TYPE VOLUNTEERS, THE UTILIZATION OF NEW MATERIALS ON INTERGROUP EDUCATION, AND CONCENTRATED READING INSTRUCTION. IN HIGH SCHOOLS, EDUCATION FOR THE VOCATIONALLY ORIENTED IS BEING TIED MORE CLOSELY TO PREPARATION FOR EMPLOYMENT, COLLEGES ARE INFORMING IMPOVERISHED BUT ACADEMICALLY ABLE YOUNGSTERS ABOUT THE INCREASING SOURCES OF SUPPORT FOR COLLEGE ATTENDANCE AND ARE WORKING WITH THEM TO DEVELOP THEIR COMPETENCIES FOR HIGH LEARNING.