Program descriptions are introduced by theories of the reasons for the apparent low IQ of many black ghetto children. The theories are the genetic, the stimulus deprivation, the expectation, and the learning-exchange theory. Five experiments with ghetto underachievers are described. The first was designed to use token exchange in a remedial class with good work completion resulting from the top two-thirds of the class of 33. The second experimental group showed marked improvement in a delayed exchange, after-school program. Social communication and increased verbalization resulted in experiment three with continuous token exchange being utilized with four non-verbal children. Student-peer tutoring in the fourth coupled with immediate exchange produced good improvement, and the entire group showed marked improvement in reading ability and IQ at the end of the full year program (experiment five). A case study and tables of results are included. (JM)