This report studies the specific attributes of educational disadvantage which prevent satisfactory achievement in New Hampshire children. It is based on a sample of approximately 10 percent of the state school districts, which are divided into three levels of economic status, three levels of achievement, and an urban, suburban, or rural category. Sections listed are comprised of exhibits that include methodology, educational disadvantage, perception of needs by type of district, and areas for further study. The exhibits are considered to reveal many insights into the elements of disadvantage, the quality of the school-family relationship, the usefulness of current programming for children with special problems, and other subjects. A complex relationship is said to exist between educational disadvantage and levels of economic status and achievement in school districts. Communication problems between school and home, and the tendency by each group to point the finger at the other are listed as findings derived from the study. (AM)