THIS ARTICLE DESCRIBES SOME OF THE EDUCATIONAL INEQUALITIES IN GHETTO SCHOOLS AND THE SUBSEQUENT DEMORALIZATION OF MANY PERSONS WHO ARE ASSOCIATED WITH THEM. NEGRO PARENTS RESENT THE CRITICISM THAT THEY ARE INDIFFERENT TO EDUCATION AND THE SCHOOLS. HOWEVER, THIS CRITICISM MIGHT BE UNJUST BECAUSE THIS APPEARANCE OF INDIFFERENCE OFTEN STEMS FROM THEIR ALIENATION AND POVERTY-RIDDEN POWERLESSNESS WITHIN A MIDDLE-CLASS EDUCATIONAL SYSTEM. NEGRO TEACHERS HAVE A LOW MORALE BECAUSE THEY ARE USUALLY "SHUTTLED" TO PREDOMINANTLY NEGRO SCHOOLS OR BECAUSE TEACHING IS THE ONLY WHITE-COLLAR JOB AVAILABLE TO THEM. NEGRO PRINCIPALS ARE ALSO DEMORALIZED BECAUSE THEY MUST SATISFY THE SOMETIMES CONFLICTING DEMANDS OF A WHITE SUPERINTENDENT AND NEGRO TEACHERS. FINALLY, THE SLUM SCHOOL STUDENTS THEMSELVES ARE VICTIMIZED BY THE MIDDLE-CLASS EXPECTATIONS WHICH THEY CANNOT MEET. INCREASED COMMUNITY CONTACT AND SUPPORT, INCENTIVE PAY FOR SLUM SCHOOL TEACHERS, MORE GUIDANCE COUNSELORS, AND A REEXAMINATION OF THE CURRICULUM ARE AMONG THE CHANGES RECOMMENDED FOR EDUCATIONAL IMPROVEMENT. THIS ARTICLE WAS PUBLISHED IN THE "PHI DELTA KAPPAN," VOLUME 45, NUMBER 2, NOVEMBER 1963. (LB)