THE SCHOOLS SERVING DEPRESSED AREAS ARE FINDING IT INCREASINGLY DIFFICULT TO RETAIN TEACHERS AND TO ATTRACT ADDITIONAL TRAINED TEACHERS TO FILL INCREASING NUMBERS OF VACANCIES. SOCIOECONOMIC, ETHNIC, CULTURAL, AND EDUCATIONAL FACTORS WHICH CONTRIBUTE TO DISADVANTAGEMENT ARE COMPOUNDED WHEN MET WITH THE OBJECTIVE SCREENING MEASURES FOR COLLEGE ENTRANCE. THE AVAILABLE AVENUE FOR UPPER SOCIAL MOBILITY THROUGH HIGHER EDUCATION FOR ENTRANCE. THE AVAILABLE AVENUE FOR UPPER SOCIAL MOBILITY THROUGH HIGHER EDUCATION FOR THE LOWER SOCIOECONOMIC, DISADVANTAGED GROUPS HAS NOT BEEN OPERATING EFFECTIVELY. THE BEGINNING OF A PROGRAM IN AN URBAN INSTITUTIONS IS PRESENTED. THE ATTEMPT WAS MADE TO DISCOVER WAYS TO TRAIN TEACHERS FOR URBAN SERVICE TO BRING THE SCHOOL'S RESOURCES TO BEAR ON THE PROBLEMS OF URBAN TEACHING AND THE NEEDS OF DISADVANTAGED NEGLECTED URBAN YOUNGSTERS. AT THE PRESERVICE LEVEL TWO PROGRAMS WERE INTRODUCED, COMMUNITY EXPERIENCE AND STUDENT TEACHING, FOLLOWING THE PRINCIPLES THAT THE INSERVICE TEACHER LEARN TO UNDERSTAND HIS PUPILS AND THAT THE CURRICULUM COMMUNICATE WITH AND BE PERTINENT TO THE LEARNER. CULTURALLY FAIR TESTS SHOULD BE DEVELOPED TO EVALUATE THE MENTAL ABILITY OF VARIOUS ETHNIC GROUPS, PARTICULARLY THOSE IN THE LOWER SOCIOECONOMIC LEVELS. THE THREE AREAS MOST IN NEED OF ATTENTION ARE--TEACHER TRAINING, SCHOOL CURRICULUM, AND STUDENT ABILITY APPRAISAL.