Emphasizes the effect of social values and teacher expectations on children's scholastic success. (DR)

Study results indicate that despite a relatively short training period, the experimental program in Tucson significantly altered the verbal patterns of teachers of disadvantaged children from diverse linguistic bakcgrounds. (Author)

Teaching experiences in an experimental college where students are members of ethnic minority groups and parents have low socioeconomic backgrounds. (HS)

The article deals with art work by intermediate-grade Harlem children. (MF)

The primary purpose of this study was to investigate conservation acquisition across subcultural groups. (Author)

Dr. Kenneth Clark, interviewed by Dante Peter Ciochetto, discusses compensatory education, mobilization for reading and arithmetic in ghetto schools, and the Metropolitan Applied Research Center. (JM)

Summarizes and evaluates a preschool program for three and four year old children coming from a deprived background and with scores of 85 and under on the Stanford-Binet scale. (JM)

Colleges must not admit all who apply in order to find the talented tenth by the process of elimination. What is wanted are students with potential who can progress by their own merit alone or with help. (Author)

Discusses the attempt to provide youngsters in inner-city schools with the kinds of experiences which permit the exploration of future roles without premature commitments, and to help them make decisions with optimism and self-knowledge. (RB)

A program of graphic arts for inner city junior school industrial arts students can be used as theapeutic treatment to help students stay in school. (GR)

Briefly discussed is the conflict between the school imposed system and sociolinguistic values and the peer group system and sociolinguistic values in cases of functional mental retardation due to cultural differences. (CB)