AN ATTEMPT TO SEPARATE THE PROBLEMS OF CULTURAL DIFFERENCE FROM THE MORE GENERAL PROBLEMS OF UNDERACHIEVMENT IS MADE IN THIS OVERVIEW OF CURRENT RESEARCH. THE CULTURALLY DIFFERENT STUDENT COMES PRIMARILY FROM THE LOWER SOCIOECONOMIC LEVELS OF AMERICAN SOCIETY. HE IS DIFFERENT FROM THOSE STUDENTS WHO ARE MENTALLY RETARDED, PHYSICALLY HANDICAPPED, EMOTIONALLY DISTURBED, OR SIMPLY BORED BY SCHOOL. THE CULTURALLY DIFFERENT ARE THE UNASSIMILATED AMERICANS WHO FOR HISTORICAL AND CULTURAL REASONS HAVE NOT BEEN MADE AN INTEGRAL PART OF AMERICAN SOCIETY. THIS CAUSES PROBLEMS THAT CAN BE BROADLY CLASSIFIED AS SOCIAL-CULTURAL, SOCIAL-PSYCHOLOGICAL, AND EDUCATIONAL. THE ULTIMATE GOAL OF PROGRAMS FOR THE CULTURALLY DIFFERENT SHOULD BE SOCIALIZATION RATHER THAN INTELLECTUALIZATION. A PROGRAM SHOULD STRESS--(1) ACADEMIC SUCCESS IN VERBAL AND READING SKILLS, (2) POLITICAL MATURITY, PARTICULARLY THE MEANING AND RESPONSIBILITIES OF CITIZENSHIP, (3) SOCIAL MATURITY AND THE NEED FOR A STABLE FAMILY, AND (4) THE ECONOMIC VALUE OF HOLDING A JOB AS A USEFUL EMPLOYEE. IN IMPLEMENTING A PROGRAM FOR THE CULTURALLY DIFFERENT, IT MUST BE REMEMBERED THAT THE SCHOOL IS ONLY ONE ELEMENT IN THE COMMUNITY. THE SCHOOL MUST INTEGRATE WITH THE COMMUNITY AND REACH OUT TO PARENTS AND BUSINESSES IF IT IS TO BECOME THE PRIMARY INSTRUMENT IN THE SOCIALIZATION OF THE CULTURALLY DIFFERENT STUDENT. AN EXTENSIVE BIBLIOGRAPHY OF THE RESEARCH REVIEWED IN THIS REPORT IS INCLUDED. (DK)