This report describes the criteria by which local educational agencies in New York State might identify disadvantaged pupils who are eligible for assistance under Title I of the Elementary and Secondary Education Act. Disadvantaged pupils can be identified by their mental ability, language ability, academic achievement, reading level, age-grade level, physical condition, and parents' occupation and education. The importance of teachers' judgments in designating disadvantaged pupils and of social and cultural influences on the disadvantaged child are stressed. (LB)