PRESENTED IS AN EDUCATIONAL PROGRAM FOR DISADVANTAGED YOUTH WHICH WILL INSURE MEANINGFUL GROWTH, GIVE A SENSE OF ACHIEVEMENT AND ATTAINMENT, HELP CHILDREN ACCEPT AND FACE THEIR LIMITATIONS AND DEVELOP THEIR STRENGTHS, AND INSTILL HEALTHY ATTITUDES TOWARD SCHOOL AND SOCIETY. CURRICULUM CHANGES RATHER THAN ADMINISTRATIVE ARRANGEMENTS, ARE ADVOCATED. CONSIDERATIONS FOR CURRICULUM PLANNERS SHOULD BE ANALYSES OF SOCIETY, THE NATURE OF THE LEARNERS, AND THE NATURE OF KNOWLEDGE IN SELECTING AND ORGANIZING EDUCATIONAL EXPERIENCES. CONTENT AND METHODOLOGY ARE CLOSELY RELATED. THE PRESCHOOL ENRICHMENT CURRICULUM IS AN EXAMPLE OF INSTRUCTIONAL CONTENT THAT OVERCOMES DEFICIENCIES IN EXPERIENCE AND KNOWLEDGE. READINESS PROGRAMS FOCUS ON DISCRIMINATION-TRAINING, MOTOR-COORDINATION, AND COGNITIVE TRAINING WHICH TAKE THE CHILD'S DEVELOPMENTAL LEVEL INTO ACCOUNT. RECOMMENDATIONS ARE MADE FOR CONTENT IN SPECIFIC SKILL AND SUBJECT AREAS. READING IMPROVEMENT PROGRAMS SHOULD BE DESIGNED FOR URBAN CHILDREN BY DEALING WITH SETTINGS, VOCABULARY, AND EXPERIENCES OF CITY DWELLERS. LITERATURE FROM DIFFERENT RACIAL, ETHNIC, AND NATIONAL GROUPS COULD BE INTRODUCED TO STUDENTS SO THAT THE RICHNESS OF DIFFERENT CULTURES CAN BE APPRECIATED. LITERATURE CAN HELP CHILDREN BRING THEIR FEELING ABOUT THEMSELVES INTO PERSPECTIVE. WRITING, FIELD TRIPS, DRAMATIC PLAY, ROLE PLAYING, AND ART WORK CAN PROVIDE THE CONTENT FOR EXPERIENCE-CENTERED ACTIVITIES. MATHEMATICS PROGRAMS SHOULD PROVIDE FOR DIFFERENT RATES OF PROGRESS RATHER THAN FOR DIFFERENT OBJECTIVES. SCIENCE PROGRAMS CAN BE SUPPLEMENTED BY MATERIALS TO HELP THE CHILD UNDERSTAND EACH UNIT'S VOCABULARY. THE SUBJECT MATTER OF SOCIAL STUDIES, INTERGROUP RELATIONS, AND CITIZENSHIP EDUCATION CAN BE DERIVED FROM THE URBAN WORLD. THERE IS NEED FOR REEXAMINATION OF VOCATIONAL EDUCATION PROGRAMS, FOR CURRENT METHODS AND EQUIPMENT ARE OFTEN OBSOLETE, TEACHERS ARE UNFAMILIAR WITH NEW TECHNIQUES AND SKILLS, AND TRAINING IS NOT GEARED TO MANPOWER NEEDS.