The unique needs of the educationally disadvantaged cannot be effectively addressed by educational reforms of a general nature. Approximately 30 percent of all elementary and secondary students in 1982 were economically, linguistically, and/or culturally disadvantaged. Their number and their degree of disadvantage has been increasing rapidly due to immigration. The consequences to the United States of ignoring the needs of these students are the following: (1) reduced economic competitiveness; (2) higher costs of public services; (3) massive disruption in higher education; and (4) the emergence of a dual society with a large and poorly educated underclass. Most current state educational reforms, such as increasing academic standards, raising teachers' salaries, or increasing the amount of time in school, do not specifically meet the needs of the educationally disadvantaged, and may even increase dropout rates among that population. A national agenda for directly addressing these needs must include the following: (1) goals; (2) accountability; (3) resources; and (4) the responsibilities of students, parents, communities, schools and state education agencies, colleges and universities, business and industry, states, and the federal government. Research supports the long-term cost effectiveness of such planning and program implementation. A 43-item bibliography is included. (FMW)