THREE PILOT SCHOOLS, TWO ELEMENTARY AND ONE JUNIOR HIGH, ARE DEVELOPING A PROGRAM TO IMPROVE THE TEACHING OF CHILDREN COMING FROM HOMES OF LIMITED BACKGROUND. IN MOST CASES THE FAMILIES ARE RECENT IN-MIGRANTS, WHITE AND NEGRO, OR FAMILIES WHO HAVE FAILED IN ATTEMPTS AT ASSIMILATION INTO A DYNAMIC, INDUSTRIAL, URBAN CULTURE. WITH A MINIMUM OF ADDITIONAL SCHOOL PERSONNEL AND A MINIMUM INCREASE IN SCHOOL BUDGET (10 PERCENT MORE PER PUPIL THAN SPENT IN OTHER AREAS OF THE CITY) THE FOLLOWING OBJECTIVES ARE BEING PURSUED BY TEACHERS AND OTHER SCHOOL STAFF MEMBERS--(1) TO BETTER IDENTIFY EACH CHILD'S ABILITIES, INTERESTS, AND NEEDS, (2) TO STIMULATE EACH CHILD TO ATTAIN ACHIEVEMENT LEVELS COMMENSURATE WITH HIS ABILITIES, (3) TO RAISE EACH CHILD'S CULTURAL SIGHTS BY PROVIDING ENRICHMENT EXPERIENCES, (4) TO ASSIST EACH CHILD IN MAKING AND CARRYING OUT APPROPRIATE EDUCATIONAL AND OCCUPATIONAL PLANS, (5) TO ASSIST PARENTS IN PROVIDING A HOME ATMOSPHERE OF ENCOURAGEMENT AND STIMULATION, (6) TO GIVE PARENTS A BETTER UNDERSTANDING OF EDUCATIONAL OPPORTUNITIES AVAILABLE TO THEM AND TO THEIR CHILDREN, (7) TO ENLIST THE ASSISTANCE OF COMMUNITY AGENCIES IN SUPPLYING NECESSARY SERVICES AND EXPANDING CULTURAL EXPERIENCES FOR EACH CHILD, AND (8) TO ENCOURAGE THE COMMUNITY TO ACCEPT THE WORTHINESS OF HIGHER CULTURAL LEVELS AND THE FACT THAT EACH CHILD SHOULD BE EDUCATED TO HIS OPTIMUM POTENTIAL. SUCH A PROGRAM HAS REQUIRED THE CLOSE COOPERATION OF SCHOOL PERSONNEL, PARENTS, COMMUNITY LEADERS, AND SOCIAL SERVICE AGENCIES. THE SCHOOLS ARE IMPROVING INSTRUCTION FOR THE CULTURALLY DISADVANTAGED CHILD THROUGH CHANGES IN SCHOOL ORGANIZATION, CURRICULUM, TEACHING TECHNIQUES, AND MATERIALS. AGENCIES HAVE BEEN ENTHUSIASTIC IN THEIR SUPPORT OF THE ACTIVITIES OF THE PILOT SCHOOLS. PROBLEMS STILL TO BE MET INCLUDE TEACHER ORIENTATION, LEADERSHIP NEEDS, POPULATION TRANSIENCY, AND AGENCY AND EVALUATION MULTIPLICITY.