This study, funded by the Ford Foundation and the College Entrance Examination Board (CEEB), represents a two and one-half year effort to compile information based on questionnaires, surveys, field studies, and staff and student interviews on the nature, problems, and successes of collegiate compensatory programs for disadvantaged youth. Ten chapters focus on such areas as access to higher education, new students in old institutions, current programs and practices in compensatory education, a review of the literature on the transition from school to college, financial aid for higher education, ethnic studies, other curriculum modifications and remedial practices, reactions of students and college personnel, case studies, and a critical summary encompassing the problems and status of their solution. A series of model programs, said to have been selected because of their representativeness of institutions of higher education or their positive, imaginative, or promising practices, are briefly described. An annotated bibliography citing 98 documents, arranged in the categories of civil rights and access to higher education, programs and practices, characteristics of disadvantaged students, college admissions and guidance, the Negro college, and general literature, is provided. An addendum to the bibliography and additional references are also included. (AM)