There has developed in recent years a growing realization among educators, social scientists, and others that culturally deprived school-children cannot develop their potential unless they are provided with more educational and cultural opportunities than they typically receive. The educational handicaps stem, in large part, from their culturally deprived home life. It follows that programs to improve the educational opportunities of these children are enhanced when accompanied by efforts to enlist the active cooperation of parents in the education of their children. Culturally deprived adults also require assistance in developing and improving their abilities, skills, and talents in order that they may develop into better homemakers, parents, and citizens. This bulletin reports some promising practices for providing such services found in 20 schools located in depressed residential neighborhoods of 5 large urban school districts. Four chapters include: (1) Facing the Challenge; (2) Neighborhood Settings of Participating Schools; (3) Practices to Improve School-Home Relations; and (4) Guidelines, Observations, and Comments. Appended are a list of participating schools in Baltimore, Chicago, Detroit, Philadelphia, and St. Louis; and brief descriptions of the cities and schools. (Contains 9 footnotes.) [Best copy available has been provided.]