This article reviews the policies for disadvantaged children in western countries since the mid-sixties. First, it analyses the design and results of the "classic programmes" of positive discrimination such as the American Title I programme, and the English, Dutch, Flemish and French priority areas policies. It discusses the differences and similarities in approach and the disappointing results. Second, the article explores some of the "alternatives" such as pre-schooling, reducing class size, restructuring the school year, and teacher incentives. (Contains 3 notes.)