ASPECTS OF URBAN EDUCATION WERE SOCIAL FACTORS, PERSONALITY, LEARNING, AND PUBLIC SCHOOL PROGRAMS. STUDIES SHOW THAT MIDDLE CLASS EDUCATIONAL TECHNIQUES ARE INADEQUATE IN REACHING THE LOWER CLASS CHILD. LOWER CLASS FAMILIES FOSTER FEELINGS OF CONFUSION AND ANXIETY IN THEIR CHILDREN BECAUSE OF STRONG MATERNAL DOMINATION IN THE HOME AND LITTLE CONCERN FOR EMOTIONAL NEEDS. THE PEER GROUP OFTEN REPLACES THE FAMILY AS THE LOWER CLASS CHILD'S PRIMARY GROUP. THESE CHILDEN DEVELOP THEIR OWN LANGUAGE PATTERN, WHICH MAKES TEACHER-PUPIL COMMUNICATION DIFFICULT. TEACHERS SHOULD BE TRAINED, IN PRESERVICE AND INSERVICE EDUCATIONAL PROGRAMS, TO UNDERSTAND THE CULTURAL PATTERNS OF THE GROUP. PERSONALITY DEVELOPMENT IN CULTURALLY DEPRIVED CHILDREN IS BASED ON A SERIES OF SELF-CONCEPTS WHICH ENABLE A CHILD TO UNDERSTAND HIS OWN ABILITIES. LOWER CLASS CHILDREN CAN BE MOTIVATED BY RELATING MATERIAL TO THEIR NEEDS. ENRICHMENT AND REMEDIAL PROGRAMS FOCUS ON LANGUAGE DEVELOPMENT AS THE KEY TO ACADEMIC RETARDATION. PUBLIC SCHOOL EXPERIMENTAL PROGRAMS LOCATED IN URBAN AREAS TRAIN TEACHERS IN TECHNIQUES WHICH ALLOW THE CHILDREN TO EXPRESS THEMSELVES. TEACHERS "LEARN BY DOING" IN TEAM TEACHING AND WITH THE USE OF NEW TEACHING MATERIALS. CURRICULUM IMPROVEMENTS HAVE BEEN ESPECIALLY FOCUSED ON LANGUAGE ARTS. GUIDANCE HAS SOUGHT A MORE SIGNIFICANT ROLE IN EACH CHILD'S LIFE. MAJOR EFFORTS HAVE BEEN MADE TO INVOLVE PARENTS AND COMMUNITY IN THE EDUCATIONAL PROCESS. AN EXTENSIVE BIBLIOGRAPHY IS APPENDED.