NOTING THAT THE CHILD OF LIMITED BACKGROUND HAS CONSIDERABLE NATIVE ABILITY BUT HAS NOT BEEN ABLE TO REACH HIS POTENTIAL DUE THE KIND OF TEACHING AND CURRICULUM OFFERED IN THE TYPICAL PUBLIC SCHOOL, THE DETROIT PROJECT HAS ATTEMPTED TO COMPENSATE FOR THE DIFFICULTIES RESULTING FROM DEPRIVATION. DIRECT EFFORTS HAVE BEEN MADE TOWARD INSERVICE EDUCATION OF PRINCIPALS, TEACHERS, AND SCHOOL PERSONNEL, AFTER SCHOOL, EVENING AND SUMMER CLASSES FOR EVENING AND ADULTS, ORGANIZATIONAL AND CURRICULAR CHANGE, AND INTER-AGENCY INVOLVEMENT AND UTILIZATION OF ADDITIONAL STAFF IN EACH PROJECT SCHOOL. AN ANALYSIS OF EACH OF THE ABOVE PROGRAMS IS MADE. TO IMPLEMENT THE SUCCESSFUL ASPECTS OF THE PROGRAM, EVALUATION IS CONTINUOUS. CONSTANT COMMUNICATION WITH OTHER SCHOOL OFFICIALS IS IMPERATIVE.