Special Urban Issue. Revised paper read at Opening Convocation, Texas Southern University, Houston, Texas, September 21, 1972. (DS)

Presents both pros and cons about the effectiveness of this educational TV program. Indicates that no very substantial contribution can be made toward narrowing the achievement gap between advantaged and disadvantaged children. (CC)

Focuses on how imaginative and energetic people at the grass roots level can use Federal and local resources" for food and medical services, and thereby attack poverty on a broadened basis." (Author)

Graduates of programs with primarily custodial goals were higher than the graduates of programs with primarily educational goals in elementary school achievements; this effect was attributed to differing structural characteristics affecting the socialization process, especially duration of school day. (Author/JM)

Article suggests that to really end segregation in the schools, students must also be exposed to the end of economic and class segregation. (ML)

Makes observations about some conditions of life that influence poor families' consumer behavior. Home Economists who seek to provide innovative consumer education are challenged by these observations to work for social as well as individual change. (Editor)

Describes the operations of the 1965-66 Economic Opportunity Atlanta administration, its subsidiary Citizens Neighborhood Advisory Councils, and the Central Citizens Advisory Council. (JM)

Proposes a social service model based on Community Progress, an antipoverty program in New Haven, Connecticut, aimed at helping the poor achieve upward social mobility by facilitating their use of existing opportunities in employment, housing, and education. (Author)

Study results suggest that the "Work Study Student" has aspirations similar to those of upperclass students, and offsets his disadvantagement by working hard to attain his goals. (Author/CJ)

The correlations between the scores on the 1966, 1973, and 1979 norms on Raven's Standard Progressive Matrices for 140 economically disadvantaged students in grades three and five were significantly high. It seems appropriate to use any of the three sets of norms with economically disadvantaged students. (Author)

Public service employment is a cost-effective fiscal remedy in terms of jobs created within the first 12 months. Its effectiveness is enhanced if participants come from welfare or unemployment compensation programs. Other positive attributes are low inflationary impact and ability to be targeted to areas or groups. (SK)

Suggests the effects of poverty may be more debilitating on rural youth than on urban youth due to differences in background, i.e., lower educational level of parents, lower family income, cultural isolation, fewer social services, and marriage at an earlier age. Discusses health problems, housing inadequacies, and fatherless families. (AH)

Oftentimes racial/religious/colour/sex stereotypes are more cherished by teachers than getting to know a new pupil by observing carefully for individual strengths and weaknesses in language, academics, health, social skills and self-esteem. (ERB)