REVIEWED ARE SOME OF THE APPROACHES WHICH HAVE BEEN USED TO IMPROVE THE EDUCATIONAL STATUS OF DISADVANTAGED STUDENTS. IT IS FELT THAT THE COMPENSATORY EDUCATION EFFORTS HAVE NOT SUCCEEDED BECAUSE MOST PROJECTS HAVE EITHER UTILIZED TRADITIONAL CONTENT AND TEACHING METHODS OR HAVE BEEN REMEDIAL. ALSO, THEY DO NOT START BY RAISING THE DISADVANTAGED…

THIS ARTICLE DISCUSSES THE SOCIAL ORIGINS OF CURRENT PROBLEMS IN URBAN EDUCATION. IN THIS CONTEXT IT DESCRIBES SUCH INTERVENTIONS AS A PILOT PROJECT IN THE DETROIT, MICHIGAN, PUBLIC SCHOOLS AND NEW YORK CITY'S HIGHER HORIZONS PROJECT. THESE PROJECTS ARE CHARACTERIZED BY (1) THE USE OF SPECIALIZED EDUCATIONAL CONSULTANTS AND SMALLER CLASS SIZE, (2)…

DATA ON THE LASTING EFFECTIVENESS OF COMPENSATORY EDUCATION PROGRAMS ARE AMBIGUOUS. EVALUATIONS HAVE BEEN HAMPERED BY A LACK OF LONGITUDINAL STUDIES AND CONTROLLED EXPERIMENTS AND BY THE IMPRECISION OF THE STANDARD MEASURES. EFFECTIVE PROGRAMS, THOSE WHICH PRODUCE INCREASES IN LEARNING, SHOULD FEATURE (1) CURRICULUM ADAPTATION TO THE INDIVIDUAL…

IN 1962, 43 FIRST-GRADE NEGRO CHILDREN IN AN INNER CITY SCHOOL WERE ENROLLED IN A SPECIAL EDUCATIONAL PROGRAM. TEACHERS VISITED PUPILS' HOMES, LEARNED THEIR SPECIAL INTERESTS, AND DEVELOPED CLOSE PERSONAL RELATIONSHIPS WITH THEM. THE PUPILS ENGAGED IN VARIOUS ENRICHMENT ACTIVITIES AND LEARNED LANGUAGE SKILLS. THEY WERE TAUGHT IN "FLUID" GROUPS,…

THE SCHOOLS OFFER THE GREATEST PROMISE FOR ACHIEVING RACIAL INTEGRATION IN AMERICAN SOCIETY. ALTHOUGH IT IS WRONG TO ARGUE THAT NO NEGRO SCHOOL IS GOOD UNLESS WHITE CHILDREN ARE BROUGHT INTO IT, THE FACT IS THAT SEGREGATED SCHOOLS DO PRODUCE A NEGATIVE SELF-IMAGE AND LOW MOTIVATION. COORECTIVE EFFORTS TO BALANCE THE SCHOOL RACIALLY MUST NOT BE…

This collection of 27 essays, some published elsewhere, is a product of Project TRUE (Teachers and Resources for Urban Education), which has been conducted at the Hunter College Curriculum Center since 1962. The essays have been used experimentally in a number of classes at Hunter College and other institutions providing special courses for…

Examines three categories of theories on educating disadvantaged students in ghetto schools: institutional deficiency, developmental deficiency, and cultural deficiency. The discussion focuses on problems and solutions within the schools and society. It stresses the need for community commitment, social change, and strong leadership to help…

The 17 papers in this book are collected to offer some insights into the problems of teaching the disadvantaged. Part I contains papers on the nature of the disadvantaged child, curriculum relevant to his needs, and difficulties in evaluating compensatory education programs; Part II includes papers describing compensatory education from various…

THE DIFFERENCES THAT EXIST IN THE FAMILY TYPES AND LIFE STYLES OF THE DISADVANTAGED HAVE IMPORTANT IMPLICATIONS FOR THE DEVELOPMENT OF POVERTY PROGRAMS. ORGANIZED COMMUNITY EFFORTS WILL REACH AND BE MEANINGFUL ONLY FOR THE STABLE POOR. POVERTY PROGRAMS WILL NOT BE SUCCESSFUL WITH THE DISORGANIZED POOR WHO ARE ONLY MARGINALLY ADAPTED TO SOCIETY.…

A series of seminars for Los Angeles school superintendents was held in 1967 and was addressed by various experts. The purpose of the project was to seek possible solutions to problems of desegregated large-city schools. Summarized are the following discussion sessions: (1) Robert J. Havighurst, "The Integration Crisis"; (2) Julian…

VARIOUS ATTEMPTS TO IMPROVE EDUCATIONAL QUALITY IN GHETTO SCHOOLS HAVE FAILED. THE FACT THAT A FEW ALL BLACK SCHOOLS HAVE BEEN SUCCESSFUL MERELY INDICATES THAT SEGREGATION OR FAMILY BACKGROUND MAY NOT BE THE MAJOR CAUSES OF GHETTO SCHOOL FAILURE. HOWEVER, A MEANINGFUL SCHOOL EXPERIENCE FOR THE GHETTO CHILD WILL NOT BE PROVIDED UNTIL THE ONUS OF…

PRESENTED IS AN INFORMAL REVIEW OF RESEARCH SPONSORED BY THE UNIVERSITY OF CALIFORNIA ON IMPROVING THE EDUCATION OF THE STATE'S DISADVANTAGED CHILDREN. VARIOUS PROJECTS ARE EXPLORING (1) ATTITUDES AND SELF-IMAGE AMONG NEGROES, (2) THE RELATIONSHIP BETWEEN SOCIAL CLASS, ATTITUDE, AND ACHIEVEMENT, AND (3) THE SCHOOL EXPERIENCE OF MEXICAN-AMERICAN…