This report covers characteristics of accelerated education and the applicability of accelerated education to the disadvantaged. The report reviews eight approaches to accelerated education: (1) traditional accelerated practices; (2) suggestive-accelerated learning and teaching; (3) Montessori method; (4) Bereiter-Engelmann approach; (5) Yale Child Study Center approach; (6) mastery learning; (7) Better Baby Institute approach; and (8) use effective use of time. Factors which inhibit the learning of the disadvantaged are discussed, and implications of the factors are hypothesized. An approach for curricula of accelerated schools is developed. Major assumptions underlying the organization of an accelerated school include unity of purpose among parents, teachers, and students; empowerment of key participants in the school; and use of the strengths of all available resources. Features of the accelerated school include school-based governance; a clear set of goals; pupil and school assessment; awareness of nutritional and health status of students; curriculum which places heavy emphasis on language use in all forms; instructional strategies which reinforce the curriculum; and participation of parents. A list of 65 references is included. (RJC)