THE PLOWDEN REPORT, A STUDY OF GOVERNMENT-SUPPORTED SCHOOLS IN ENGLAND, CONCLUDED THAT FAMILY AND HOME ENVIRONMENT ARE THE MOST SIGNIFICANT FACTORS AFFECTING SCHOOL ACHIEVEMENT, AND THAT THERE SEEMS TO BE NO RELATIONSHIP BETWEEN CLASS SIZE AND ACHIEVEMENT. ALTHOUGH CONCENTRATING ON PRIMARY SCHOOLS, THE REPORT MADE RECOMMENDATIONS ABOUT A SERIES OF ANNUAL PRIORITIES FOR THE ENTIRE SCHOOL SYSTEM. THE STUDY FOUND SERIOUS INEQUITIES IN EDUCATIONAL FACILITIES FOR DIFFERENT SOCIAL CLASSES AND, THEREFORE, PLACED HIGHEST PRIORITY ON DEVELOPING A PROGRAM OF "POSITIVE DISCRIMINATION" TO FAVOR SCHOOLS IN DISADVANTAGED AREAS. THE REPORT STRONGLY FAVORED COMPENSATORY EDUCATION AND RECOMMENDED SMALLER CLASSES, SALARY SUPPLEMENTS FOR ALL TEACHERS, USE OF TEACHER AIDES, AND NEW AND RENOVATED SCHOOL BUILDINGS. ALSO SUGGESTED WERE EXTRA EDUCATIONAL MATERIALS, PRESCHOOLS FOR 3- AND 4-YEAR-OLDS, COOPERATIVE PROGRAMS BETWEEN TEACHERS COLLEGES AND DISADVANTAGED SCHOOLS, INSERVICE TRAINING, SCHOOL SOCIAL WORK SERVICES, AND PRIORITY ATTENTION TO ESTABLISHING COMMUNITY SCHOOLS. FOR NONWHITE IMMIGRANT CHILDREN, THE REPORT RECOMMENDED COURSES IN TEACHING ENGLISH AS A SECOND LANGUAGE AND URGED THE DEVELOPMENT OF APPROPRIATE INSTRUCTIONAL MATERIALS. THIS ARTICLE WAS PUBLISHED IN THE "SOUTHERN EDUCATION REPORT," VOLUME 3, NUMBER 1, JULY-AUGUST 1967. (NH)