PROJECT ABLE WAS ESTABLISHED IN 1961 IN NEW YORK TO IDENTIFY AND ENCOURAGE HIGH ABILITY PUPILS FROM CULTURALLY DEPRIVED GROUPS AND LOW SOCIOECONOMIC BACKGROUNDS. LOCAL PROJECTS WERE ESTABLISHED IN SIXTEEN DISTRICTS WITH THE BACKING OF STATE FUNDS, OPERATING ON ELEMENTARY, JUNIOR AND SENIOR HIGH SCHOOL LEVELS. AVERAGE COSTS PER PUPIL VARIED CONSIDERABLY. THE PROGRAM IS UNDER GENERAL SUPERVISION OF THE BUREAU OF GUIDANCE. A TYPICAL ABLE PROJECT CONSISTS OF THREE PHASES--(1) INTENSIVE REMEDIAL AND CULTURAL ENRICHMENT ACTIVITIES, (2) INSERVICE SENSITIVITY TRAINING FOR SCHOOL PERSONNEL TO ACQUAINT THEM WITH THE CHARACTERISTICS OF CULTURALLY DEPRIVED CHILDREN, AND (3) EXPANDED GUIDANCE AND COUNSELING SERVICE FOR BOTH PUPILS AND PARENTS. PRACTICES SUCH AS SUMMER PROGRAMS AND NEW INSTRUCTIONAL TECHNIQUES ARE DESCRIBED. THE OUTCOMES SO FAR ARE POSITIVE. MOST IMPRESSIVE IS A PERCEPTIBLE CHANGE IN SCHOOL ATTITUDES TOWARD THESE CHILDREN. OVERALL IMPROVEMENT OF THE STUDENTS IN EDUCATIONAL ASPIRATIONS, SCHOLASTIC PERFORMANCE, SCHOOL ATTENDANCE, AND CLASSROOM BEHAVIOR INDICATE THAT CONTINUATION OF THE PROGRAM IS FULLY JUSTIFIED. ISSUES AND PROBLEMS WHICH DEVELOPED IN THE PROGRAM ARE DESCRIBED. THE CONCEPTS OF CULTURAL DEPRIVATION AND POTENTIAL ABILITY NEED TO BE CLARIFIED IN RELATION TO THE PURPOSES OF THE PROGRAM. THE PROGRAM PRACTICES NEED TO BE RELATED TO THE PARTICULAR CHARACTER OF CULTURAL DEPRIVATION. INSTRUCTIONAL MATERIALS NEED TO BE DEVELOPED WHICH HAVE MORE MEANINGFUL LINKS WITH THE WORLD OF THESE CHILDREN. WITH THE ASSISTANCE OF THE STATE, A DETAILED EVALUATION OF THE VARIOUS PROJECTS SHOULD BE UNDERTAKEN IN ORDER TO SATISFACTORILY RESOLVE THE KINDS OF PROBLEMS IN THE REPORT.