THE REALIZATION OF EQUAL OPPORTUNITY FOR ALL AMERICAN YOUTH REQUIRES A DEMOCRATIC EDUCATION THAT IS EQUALLY GOOD AND EQUALLY ENDURING. EQUAL EDUCATION IMPLIES THE MAXIMUM DEVELOPMENT OF THREE POTENTIALITIES FOR EACH CHILD--(1) DEVELOPMENT OF THE CHILD'S HIGHEST LEVEL OF PSYCHOLOGICAL READINESS TO LEARN BY FREEING HIS NATURAL POTENTIALITIES THROUGH A PROCESS OF SOCIAL ENGINEERING IN THE CONTEXT OF HIS PRESCHOOL AND NONSCHOOL ENVIRONMENT, (2) IN-SCHOOL DEVELOPMENT OF HIS HIGHEST POTENTIAL THROUGH AN OBJECTIVE AND SENSITIVE CONCERN EXPRESSED BY TEACHERS, PRINCIPALS, AND SUPERVISORY PERSONNEL, AND (3) RAISING HIS ASPIRATIONS FOR THE ATTAINMENT OF HIS HIGHEST POST-SCHOOL HORIZONS AND PROSPECTS. SUGGESTED POLICY CHANGES INCLUDE--(1) ELIMINATION OF COMPETITIVE GRADING AND SUBSTITUTION OF THE UNGRADED CURRICULUM, (2) RELIEVING TEACHERS OF EXCESS WORK LOAD SO THEY CAN DEVELOP INDIVIDUATED PROGRAMS TAILORED TO THE EDUCATIONAL NEEDS OF EACH CHILD, AND (3) SUPPORT OF TEACHERS BY SUPERVISORY PERSONNEL IN EFFORTS TO ACHIEVE EQUAL INDIVIDUATED EDUCATION, DE-EMPHASIZING THE REWARDING OF PRESUMED HIGH LEVELS OF PERFORMANCE AND THE IMPLICIT DEGRADING OF LOWER LEVELS OF PERFORMANCE. EDUCATION THAT FOLLOWS THESE POLICIES WILL CONTRIBUTE POSITIVELY TO THE PROCESS OF INTEGRATION. THIS DOCUMENT WAS PREPARED FOR THE SCHOOL ADMINISTRATORS CONFERENCE SPONSORED BY THE NATIONAL URBAN LEAGUE AND TEACHERS COLLEGE OF COLUMBIA UNIVERSITY (NEW YORK, JUNE 17-18, 1966), AND IS REPRINTED FROM "INTEGRATING THE URBAN SCHOOL." (JK)