THIS REPORT DESCRIBES A 5-YEAR PROGRAM IN A NEW ELEMENTARY SCHOOL SERVING A DISADVANTAGED POPULATION. FROM THE OUTSET THE PROGRAM HAS AIMED TO RAISE ACHIEVEMENT LEVELS, ENCOURAGE ABLE STUDENTS TO CONTINUE THEIR EDUCATION, OFFER CULTURAL ENRICHMENT, ENHANCE PUPIL SELF-IMAGE, REDUCE PSYCHOLOGICAL AND EMOTIONAL PROBLEMS, INVOLVE PARENTS IN THE SCHOOL'S EDUCATIONAL EFFORTS, AND PROVIDE THE USE OF THE SCHOOL AS A COMMUNITY CENTER. FEATURES OF THE PROGRAM HAVE BEEN THE USE OF A FULL-TIME GUIDANCE COUNSELOR AND REMEDIAL READING SPECIALISTS, "BASIC HELP" CLASSES FOR SEVERELY DEPRIVED STUDENTS, A PLAN FOR READING CLASSES AT FOUR DIFFERENT LEVELS, AND AFTER-SCHOOL AND EVENING PROGRAMS. OTHER ACTIVITIES HAVE INCLUDED EDUCATIONAL TRIPS, TUTORING, A SUMMER PROGRAM, A PROGRAM IN WHICH STUDENTS LEARN TO PLAY ON A SCHOOL-OWNED MUSICAL INSTRUMENT, INSERVICE TEACHER TRAINING, AND THE USE AND DEVELOPMENT OF SPECIAL MATERIALS. THE EFFECTIVENESS OF THE PROGRAM HAS BEEN EVALUATED IN TERMS OF THE IMPROVED STUDENT ATTITUDES AND BEHAVIOR, INCREASED ATTENDANCE, AND IMPROVED INTELLIGENCE QUOTIENT AND ACHIEVEMENT TEST MEDIAN SCORES. THE PROGRAM HAS RAISED TEACHER MORALE AND DECREASED THE TURNOVER RATE, AND HAS IMPROVED HOME-SCHOOL RELATIONS. SINCE 1965, ANTIPOVERTY FUNDS HAVE ENABLED THE EXPANSION AND EXTENSION OF THE PROGRAM. THE REPORT CONTAINS TABLES WHICH ANALYZE THE ACADEMIC GROWTH OF THE STUDENTS AS MEASURED BY STANDARD ACHIEVEMENT TESTS. (NH)