SPECIAL PROGRAMS IN REMEDIAL READING, EARLY CHILDHOOD EDUCATION, SUMMER SCHOOL INSTRUCTION, AND SCHOOL-COMMUNITY COORDINATION ARE EVALUATED. ALTHOUGH THE REMEDIAL READING PROGRAM DID NOT ESTABLISH THE SUPERIORITY OF ANY PARTICULAR METHOD OF TEACHING, IT DEMONSTRATED THE VALUE OF HAVING A READING SPECIALIST ON THE SCHOOL STAFF. MOST 4-YEAR-OLD PUPILS WHO PARTICIPATED IN THE EARLY CHILDHOOD PROGRAM SHOWED "SIGNIFICANT" INTELLECTUAL, EMOTIONAL, PHYSICAL, AND SOCIAL GROWTH. FOLLOWUP STUDIES ARE FELT TO BE NEEDED TO DETERMINE THE LASTING EFFECTS OF EARLY CHILDHOOD EDUCATION FOR THE DISADVANTAGED. THE SUMMER PROGRAM HELPED PUPILS MAINTAIN THE CONTINUITY OF PREVIOUS LEARNING AND SOMETIMES TO DEVELOP NEW CONCEPTS. TEACHER AIDES WERE UTILIZED EFFECTIVELY IN THE CLASSROOM, AND THE SCHOOL LUNCH PROGRAM WAS SUCCESSFULLY USED AS AN INSTRUCTIONAL EXPERIENCE AS WELL AS FOR NUTRITIONAL DEVELOPMENT. THE LATE APPROVAL OF THIS PROJECT CAUSED SOME ADMINISTRATIVE PROBLEMS. MANY PRINCIPALS AND TEACHERS THOUGHT THE PROGRAM SHOULD BE CUT FROM 8 TO 6 WEEKS. THE SCHOOL-COMMUNITY COORDINATORS WERE SUCCESSFUL WITH AFTER-SCHOOL PROGRAMS, AND MADE EFFECTIVE USE OF AIDES FROM THE POVERTY POPULATION. (AF)