To increase the stability of communities undergoing social and economic change, increased specialized services are offered to meet the individual needs of pupils. In 79 elementary and 37 junior high schools, teaching and nonteaching staff were added so that corrective reading, counseling, special classes, and reduced class size could be provided. Selected was a sample of 20 elementary schools where no other programs were operating and where ethnic groups included 35% or more "others". Questionnaires were sent to principals and teachers in these schools to discover types and uses of specialist services, changes in ethnic groupings, changes in pupil achievement, and opinions of the professional staff of the program. It is recommended that this program be continued in specifically defined elementary schools in transitional areas, with emphasis on personnel and remedial reading. Further emphasis should be placed on libraries, enrichment, and guidance activities. Administrative assignments should be limited to teacher training and support. Teachers and the community should be fully informed and involved in the planning of the program. For a history and description of ESEA Title I in New York City, 1965-1968, see UD 007 904. (AF)