TO COMPENSATE FOR THE EFFECTS OF ENVIRONMENTAL DEPRIVATION, A NUMBER OF LARGE CITIES HAVE DEVELOPED PROGRAMS FOR SCHOOL CHILDREN. CERTAIN ASSUMPTIONS AND PRINCIPLES MUST BE ACCEPTED BEFORE THE PROGRAMS CAN MATERIALIZE. IN BUFFALO, TEACHERS ARE REVISING CURRICULUM FOR THE CULTURALLY DEPRIVED IN LANGUAGE ARTS, MATHEMATICS, SCIENCE, AND SOCIAL STUDIES. IMPROVING READING SKILLS IS THE FOCAL POINT. IN CHICAGO PREVENTION OF DROP-OUTS CAN BE ACHIEVED BY REMEDIAL INSTRUCTION, INTENSIVE ACADEMIC AND VOCATIONAL GUIDANCE, PRACTICAL JOB TRAINING, AND CULTURAL ENRICHMENT FOR OVERAGE ELEMENTARY SCHOOL STUDENTS. IN CLEVELAND, A "PORT OF ENTRY" PROJECT HELPS MIGRANT CHILDREN AND PARENTS ADJUST TO URBAN LIFE. IN DETROIT, PERSONNEL IS ADDED TO THE STAFF OF ONE SENIOR HIGH, FOUR ELEMENTARY, AND TWO JUNIOR HIGH SCHOOLS. THESE NEW SPECIALISTS ARE SCHOOL-COMMUNITY AGENTS, VISITING TEACHERS, AND COACHING TEACHERS. IN MILWAUKEE, SPECIAL TEACHERS ARE ASSIGNED TO HELP IN-MIGRANT CHILDREN LEARN THE BASIC SKILLS, PROVIDE THEM WITH CULTURAL ENRICHMENT, AND HELP IN THEIR SOCIAL ADJUSTMENT. IN PITTSBURGH, TEAM-TEACHING IS USED IN EIGHT ELEMENTARY AND ONE JUNIOR HIGH. IN PHILADELPHIA, NEIGHBORHOOD RESIDENTS ARE USED AS SCHOOL-COMMUNITY COORDINATORS AND TO IMPROVE THE TEACHING OF READING. IN SAN FRANCISCO, THE PROJECT SEEKS TO IMPROVE THE READING AND LANGUAGE SKILLS IN TWO ELEMENTARY, ONE JUNIOR HIGH, AND THREE SENIOR HIGH SCHOOLS. IN ST. LOUIS, EXPERIMENTATION WITH WORK-RELATED SCHOOL PROGRAMS REDUCE THE DROP-OUTS.