P.S. 192 IN NEW YORK CITY'S HARLEM HAS DEMONSTRATED THAT NEGRO AND PUERTO RICAN STUDENTS CAN ACHIEVE IN A RACIALLY ISOLATED GHETTO ELEMENTARY SCHOOL UNDER THE LEADERSHIP OF A DEDICATED PRINCIPAL. SINCE 1962, WITH A CHANGE OF ADMINISTRATOR ALL FIRST- AND SECOND-GRADE PUPILS HAVE RECEIVED 45 MINUTES OF READING INSTRUCTION THREE OR FOUR TIMES A WEEK, AND THOSE CHILDREN IN GRADES THREE TO SIX WHO STILL REQUIRE SUCH INSTRUCTION CONTINUED TO RECEIVE IT. THESE LESSONS ARE CONDUCTED IN SEVEN SPECIAL READING CENTERS SET UP THROUGHOUT THE SCHOOL FOR THIS PURPOSE. POSTED IN THE PRINCIPAL'S OFFICE ARE INDIVIDUAL READING CHARTS WHICH FOLLOW THE READING PROGRAM OF EACH CHILD. TEACHERS ARE CONSIDERED ACCOUNTABLE FOR THEIR PUPILS' PROGRESS, AND TEACHER MORALE IS HIGH BECAUSE OF THIS ATMOSPHERE OF CONCERN IN THE SCHOOL. ABOUT 90 PERCENT OF THE TEACHING STAFF ARE "REGULARS" AND TEACHER ABSENTEEISM IS INFREQUENT. CITYWIDE TESTS ADMINISTERED IN THE SCHOOL IN MAY 1966 REVEALED THAT 60 PERCENT OF THE PUPILS IN EACH GRADE WERE READING AT GRADE LEVEL, AND THAT THE SCHOOL AVERAGE FOR FOURTH GRADERS TAKING THE IOWA TEST OF EDUCATIONAL DEVELOPMENT IN MATHEMATICS WAS AT THE 99 PERCENTILE. THE FACT THAT THE BOARD OF EDUCATION HAS NOT PUBLICIZED THIS SUCCESS RAISES SOME QUESTIONS. THIS ARTICLE IS PUBLISHED IN THE "CONGRESS BI-WEEKLY," VOLUME 33, DECEMBER 19, 1966. (LB)