ATTEMPTS WERE MADE IN THE PROJECT OUTLINED HERE TO MODIFY TEACHER ATTITUDES TOWARD NEGRO CHILDREN, TO EQUIP TEACHERS WITH SKILLS TO DO A BETTER JOB OF TEACHING, TO ACCCOMPLISH THE SAME OBJECTIVES WITH THE SCHOOL PRINCIPALS, AND TO SURVEY BUILDING NEEDS IN TERMS OF CONTINUED DESEGREGATION IN THE SCHOOLS. A CORE GROUP OF TEACHERS WITH PREVIOUS EXPERIENCE WORKING WITH NEGRO CHILDREN SPENT A SEMESTER DEVELOPING RECOMMENDATIONS FOR THE WHOLE ELEMENTARY STAFF TO UTILIZE. DURING THE SCHOOL YEAR DISCUSSION GROUPS WERE FORMED ON LANGUAGE ARTS, MOTIVATION AND SELF-CONCEPT, CLASSROOM CONTROL, AND PARENT-COMMUNITY RELATIONSHIPS, AND ORGANIZATIONAL MEETINGS WERE HELD. DURING THE SUMMER EIGHT TEACHERS LEARNED INTERVIEW TECHNIQUES AND MET WITH PARENTS OF 52 NEGRO CHILDREN TO DEVELOP A WARM ONE-TO-ONE RELATIONSHIP BEFORE SCHOOL OPENED IN THE FALL. A FINAL 2-DAY WORKSHOP WAS HELD TO INTRODUCE THE PROGRAM TO NEW TEACHERS. AFTER A VERY GOOD START ONLY A MINORITY OF THE TEACHERS MAINTAINED POSITIVE VIEWS TOWARD THE PROJECT. THEY FELT FORCED TO ATTEND MEETINGS WHICH THEY SAW AS INSULTING, SINCE "ANY GOOD TEACHER KNEW HOW TO TEACH ALL CHILDREN." CHILDREN'S REACTIONS, AS EXPRESSED ON TAPES, REVEALED WIDESPREAD MISINFORMATION AND RESENTMENT, IN SPITE OF THE FACT THAT TEACHERS DID NOT INDICATE THEIR FEELINGS TO THE STUDENTS. THE NEW TEACHER ORIENTATION PRODUCED SIMILAR RESULTS. THE SUMMER PROGRAM, FOR WHICH TEACHERS VOLUNTEERED AND WERE PAID A STIPEND, WAS MUCH MORE SUCCESSFUL, INDICATING THAT REAL LIFE EXPERIENCES ARE MORE VALUABLE THAN LISTENING TO TALKS AND PARTICIPATING IN SMALL DISCUSSION GROUPS. THE BUILDING SURVEY, COMPLETED BY THE UNIVERSITY OF MICHIGAN BUREAU OF SCHOOL SERVICES, INDICATES A NEED FOR SEVERAL NEW SCHOOLS AT ALL LEVELS IN THE NEAR FUTURE. A SEPARATE STUDY OF THE TEACHERS' EVALUATION OF THE PROGRAM IS INCLUDED. (AF)