A SUMMARY OF THE EMPIRICAL RESEARCH RELEVANT TO THE PROBLEMS OF EDUCATIONAL AND CULTURAL DEPRIVATION IS PRESENTED IN AN ANNOTATED BIBLIOGRAPHY. THE HYPOTHESIS, METHODS, SAMPLING, FINDINGS, AND CONCLUSIONS ARE CONTAINED IN EACH REFERENCE. EACH IS CLASSIFIED AS TO HOME ENVIRONMENT, SIBLINGS AND PEER GROUP, INTRODUCTION TO SCHOOL, SCHOOL PROGRAMS AND PERSONNEL, LANGUAGE AND COGNITION, PERSONALITY AND LEARNING, SOCIALIZATION AND MOTIVATION, INTELLIGENCE, APTITUDES, ABILITIES, AND SCHOOL ACHIEVEMENT. DATES OF BIBLIOGRAPHIC ENTRIES RANGE FROM 1930 TO 1964 WITH MOST OF THE ARTICLES WRITTEN SINCE 1950. IN ALL, 114 ARTICLES ARE INCLUDED. SOME OF RESEARCH FINDINGS ARE THAT-- THE CULTURALLY DEPRIVED WERE HANDICAPPED BY LANGUAGE RETARDATION, GIRLS TENDED TO BE MORE MATURE THAN BOYS, BOYS WERE MORE LIKELY TO DROP OUT OF SCHOOL THAN GIRLS, ENVIRONMENT WAS OF GREAT IMPORTANCE IN THE FIRST FEW YEARS OF LIFE, RURAL CHILDREN DEVELOPED BETTER PERCEPTUAL DISCRIMINATION THAN URBAN CHILDREN, PERFORMANCE WAS INFLUENCED BY ANXIETY, RACE, AND ETHNIC ORIGIN, ATTITUDES DIFFERED ACCORDING TO AGE, AND ATHLETIC SKILL WAS CONSIDERED A STATUS SYMBOL.