RELATIVELY SUCCESSFUL ELEMENTARY SCHOOL PUPILS FROM LOW INCOME HOUSEHOLDS IN DEPRESSED NEIGHBORHOODS OF THE URBAN NORTH WERE COMPARED WITH RELATIVELY AVERAGE AND FAILING PUPILS FROM IDENTICAL SETTINGS. NO ATTEMPT WAS MADE TO ILLUMINATE THE INTERPLAY OF PSYCHOLOGICAL, FAMILIAL, ENVIRONMENTAL, SOCIOLOGICAL, AND ECONOMIC FACTORS IN THE EDUCATION OF CHILDREN FROM DISADVANTAGED FAMILIES. ACADEMIC MOTIVATION WAS EVALUATED FROM THE PUPIL'S VIEWPOINT. RESULTS INDICATED THAT THE DESIRE TO LEARN IS NOT INNATE, BUT ACQUIRED THROUGH AN INTERACTION OF SCHOOL, SUBJECT MATTER, AND THE ADULTS AND PEERS WHO TRANSMIT ATTITUDES TOWARD SCHOOL. INTERVIEWS WERE CONDUCTED, AND ALTHOUGH PARENTS FELT THAT EDUCATION WAS IMPORTANT, THEY BECAME VAGUE WHEN ASKED HOW THIS WOULD HELP A CHILD WHEN HE BECAME 17 OR 18 YEARS OLD. THEY SEEMED TO LACK INFORMATION ABOUT EDUCATIONAL OPPORTUNITIES AFTER HIGH SCHOOL GRADUATION. THE COMMITTEE RECOMMENDED--A CONTINUATION OF THE GRANT TO COMPLETE SCORING AND ANALYSES OF THE FIRST PHASE OF THE STUDY AND A SYSTEMATIC INTERVIEWING OF CHILDREN AND THEIR FAMILIES.