A STUDY WAS DESIGNED TO DETERMINE THE EFFECTS OF AN ENRICHMENT PROGRAM ON THE INTELLIGENCE SCORES, PERSONALITY, AND SCHOLASTIC ACHIEVEMENT SCORES OF ELEMENTARY SCHOOL CHILDREN. THE SUBJECTS CONSISTED OF 574 CHILDREN, 222 OF WHOM ARE WELFARE RECIPIENTS, IN THE FIRST, SECOND, AND THIRD GRADES IN THREE RURAL ARKANSAS SCHOOLS. ONE SCHOOL, THE EXPERIMENTAL SCHOOL, HAD DEVELOPED AN ENRICHMENT PROGRAM OVER A 10-YEAR PERIOD WHICH CONSISTED OF MODEL FACILITIES, MORE EXPERIENCED STAFF, INSERVICE TEACHER TRAINING PROGRAMS, HOME VISITS, AND ORGANIZATIONAL AND CURRICULAR MODIFICATIONS. THE TWO CONTROL SCHOOLS PROVIDED NONE OF THESE SPECIAL SERVICES AND INNOVATIONS. CHILDREN IN ALL THREE SCHOOLS WERE ADMINISTERED THE CALIFORNIA TEST SERIES AT THE BEGINNING AND END OF THE SCHOOL YEAR AND THE RESULTS WERE STATISTICALLY ANALYZED. IT WAS FOUND THAT THE WELFARE RECIPIENT CHILDREN SCORED SIGNIFICANTLY LOWER ON TEST OF MENTAL MATURITY, LANGUAGE READING, AND ARITHMETIC THAN DID THE NONWELFARE CHILDREN, BUT THERE WERE NO SIGNIFICANT DIFFERENCES IN THEIR PERSONALITY TEST PERFORMANCE. THE RESULTS ALSO DID NOT REVEAL ANY PATTERN OF SUPERIORITY IN ANY OF THE THREE SCHOOLS, SUGGESTING THAT THERE IS A NEED TO PRODUCE MORE CREATIVE COMPENSATORY PROGRAMS, WHICH POSSIBLY SHOULD BEGIN AT AN EARLIER AGE LEVEL. ALSO, THE GREATER SUCCESS OF ONE GROUP OF CHILDREN WHO WERE GIVEN SMALL GROUP INSTRUCTION IN THE EXPERIMENTAL SCHOOL INDICATES THAT SUCH INSTRUCTION MAY OFFER MORE PROMISE FOR INCREASED ACHIEVEMENT THAN LARGE GROUP ENRICHED INSTRUCTION. (DK)