The Demonstration Cities and Metropolitan Development Act of 1966 called for a comprehensive attack on social, economic, and physical problems of blighted urban areas through the concentration and coordination of resources. It also required the involvement of neighborhood citizens in all aspects of planning: from setting goals, choosing objectives, and identifying problems, to preparing programs and determining priorities. It was anticipated that three major outcomes would result. Disadvantaged people would experience a substantial improvement in their lives and opportunities. City governments would have a greater ability to deal with both physical and social problems at the local level. Imaginative approaches to alleviating age-old dilemmas would emerge from the synergistic efforts of professional helpers and the people needing the help. This report deals only with the Educational Component of Model Cities--those projects in each of the 16 participating Region VI cities which dealt with academic, vocational, and self-perception needs of the residents. Section 2 offers an inventory of each city's Model Cities educational programs, followed by closer examination of one or two projects considered by local leaders to have made a significant impact on their community. Notice is made of those programs which have been brought into the state and/or local structure. (Author/JM)