To improve the education of culturally disadvantaged children, this project focused on children's specific behavioral deficits, teacher preparation, parent attitudes, health and service agencies, and local school districts. The project was carried out in a rural Appalachian school with 122 children, 30 percent Negro and 70 percent white, and in an urban school with 350 children, 95 percent white and 5 percent nonwhite. Both schools were in low income areas. An emphasis on individualization and an ungraded teaching approach was used in the rural school for children in kindergarten through third grade. Teachers met with testing and curriculum consultants; parents attended group meetings; and future program plans were made by the local school district. The urban school program was similar but had a more active and successful parent education program and better coordination of agencies. To evaluate the program, all children were pre- and posttested, using the Oral Language Scale, the Science and Math Study Group Individual Math Inventory, the Metropolitan Achievement Test, and the California Test of Mental Maturity. There were no control groups. Both groups of children showed significant cognitive gains and teachers in both schools improved in knowledge of education for the culturally deprived. (DR)