An assessment of the needs of the economically disadvantaged measured the importance of specific home economics content for high school students. Mailed questionnaires were returned by 470 parents of economically and noneconomically disadvantaged students and representatives from the Nebraska Department of Social Services. The 136 concepts used in the questionnaire were divided into 8 content areas. Using the overall means as a guide for the relative importance of each content area, it appeared that both groups of parents and the agency representatives ranked the content areas in approximately the same order: employability skills, child development/parenting, management and other processes, consumer education, family relationships, food and nutrition, clothing and textiles, and housing and home furnishings. These areas roughly corresponded with state and federal priorities. Items within each content area varied in importance. Generally speaking, economically disadvantaged parents saw home economics concepts as more important than the other two groups. There were significant differences between the economically disadvantaged parents and the noneconomically disadvantaged parents in almost half of the 136 concepts and between the economically disadvantaged and agency representatives in 36.8 percent of the 136 concepts. The noneconomically disadvantaged parents and agency representatives generally saw the concepts in a similar way. (YLB)