MANY LARGE CITIES ACROSS THE NATION HAVE CONCENTRATED AREAS OF FAMILIES WHOSE CHILDREN ARE SEVERELY HAMPERED IN THEIR SCHOOLING BY A COMBINATION OF COMMUNITY, HOME, AND SCHOOL CONDITIONS. IN ORDER TO ALLEVIATE SOME OF THE PROBLEMS, THE DETROIT PROJECT HAS DEVELOPED AND TESTED A FIVE-PART PROGRAM. PART ONE IS CONCERNED WITH TEACHER ORIENTATION AND TRAINING THROUGH WORKSHOPS AND THE DISTRIBUTION OF A MONTHLY PAPER TO STAFF MEMBERS. PART TWO INVOLVES THE IMPROVED USE OF INSTRUCTIONAL MATERIAL AND EQUIPMENT AND THE DEVELOPMENT OF MATERIALS ADAPTED TO THE NEEDS OF THE CULTURALLY DEPRIVED CHILD. PART THREE INVOLVES THE MODIFICATION OF ORGANIZATIONAL PATTERNS WITHIN THE SCHOOLS TO PRODUCE MORE FLEXIBILITY IN PROGRAMMING (I.E. BLOCK-TIME PROGRAMING, PRESCHOOL PROGRAMS FOR YOUNG CHILDREN, BUS TRIPS, AND CAMPING EXPERIENCE). PART FOUR DEALS WITH THE ASSIGNMENT OF EXTRA PERSONNEL TO EACH SCHOOL SUCH AS COACHING TEACHERS, VISITING TEACHERS, AND THE SCHOOL-COMMUNITY AGENT. PART FIVE CONCERNS THE INVOLVEMENT OF PUBLIC AND PRIVATE AGENCIES AND THE DEVELOPMENT OF SCHOOL-HOME-COMMUNITY REINFORCEMENT ACTIVITIES. NEED FOR CHANGES IN THE URBAN SCHOOLS ARE RECOGNIZED, SINCE PREVIOUS UNREALISTIC AND INEFFECTIVE SCHOOLING HAS LEFT FAR TOO MANY CHILDREN WITH LIVES THAT OFFER LITTLE SCOPE AND MEANING. SCHOOLS MUST GIVE CHILDREN ACCESS TO ECONOMIC, SOCIAL AND ETHICAL ADJUSTMENT AND DEVELOPMENT.