TO MEET THE EDUCATIONAL NEEDS OF CHILDREN OF LIMITED BACKGROUNDS (COMPRISING ONE-THIRD OF THE CHILDREN ENROLLED IN AMERICA'S FOURTEEN LARGEST SCHOOL SYSTEMS) THE GREAT CITIES HAVE EMBARKED ON A COOPERATIVE EFFORT TO IMPLEMENT, STUDY, AND EVALUATE AN APPROPRIATE EDUCATIONAL PROGRAM. IN DETROIT THE PROJECT NOW INVOLVES 27 SCHOOLS, 1,250 SCHOOL PERSONNEL AND 32 THOUSAND STUDENTS AND THEIR FAMILIES. FUNDS ARE RECEIVED ENTIRELY FROM THE LOCAL BOARD OF EDUCATION. FAMILIES LIVE IN LOW-COST HOUSING OR IN SUBSTANDARD, OVERCROWDED MULTIPLE DWELLINGS. FINANCIAL DIFFICULTIES OVERWHELM THEM. DETROIT HAS IMPLEMENTED A FOUR PART PROGRAM TO DEVELOP ACADEMIC AND SOCIAL COMPETENCE IN EACH CHILD IN SPITE OF HIS LIMITED BACKGROUND. BECAUSE A CHANGE IN TEACHER PERCEPTION MUST OCCUR IF THE CHILD'S CAPACITY IS TO BE REACHED, PART ONE IS CONCERNED WITH TEACHER-ORIENTATION WORKSHOPS TO PROVIDE USEFUL KNOWLEDGE IN TEACHING. PART TWO INVOLVES THE IMPROVED USE OF APPROPRIATE INSTRUCTIONAL EQUIPMENT AND MATERIALS, THE DEVELOPMENT OF MATERIALS AND METHODS SUITABLE FOR THE CHILDREN INVOLVED, AND MORE FLEXIBLE PROGRAMMING TO MEET INDIVIDUAL NEEDS. IN PART THREE, ADDITIONAL STAFF ARE ASSIGNED TO SCHOOLS AS READING COORDINATORS, VISITING TEACHERS, AND SCHOOL-COMMUNITY AGENTS. PART FOUR CONCERNS THE PUBLIC AND PRIVATE AGENCY INVOLVEMENT AND THE DEVELOPMENT OF COOPERATIVE SCHOOL-COMMUNITY-HOME RELATIONSHIP. DATA INDICATES THAT A LARGER NUMBER OF CHILDREN WILL LEAVE PROJECT SCHOOLS WITH INCREASED ACADEMIC AND SOCIAL COMPETENCE, WILL STAY IN SCHOOL LONGER, AND WILL HAVE A GREATER CAPACITY FOR FINANCIAL AND POLITICAL CITIZENSHIP INDEPENDENCE.