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THIS REPORT PRESENTS A 1ST-YEAR SUMMARY OF THE COLLEGE DISCOVERY AND DEVELOPMENT PROGRAM INSTITUTED BY THE CITY UNIVERSITY OF NEW YORK AND THE NEW YORK CITY SCHOOL SYSTEM. THE AIM OF THE LONGITUDINAL PROGRAM IS TO IDENTIFY DISADVANTAGED AND UNDERACHIEVING NINTH GRADERS AND TO DEVELOP THEIR COLLEGE POTENTIAL IN SPECIAL HIGH SCHOOL DEVELOPMENT CENTERS. IN THIS 1ST YEAR, 579 STUDENTS WERE IDENTIFIED AND ENROLLED IN FIVE CENTERS WHICH PROVIDED SMALL CLASSES, BLOCK-TIME STUDIES, CULTURAL ACTIVITIES, AND FULL-TIME COUNSELORS. THE UNIVERSITY FACULTY SERVED AS CURRICULUM CONSULTANTS, AND COLLEGE STUDENTS TUTORED THE YOUTH. A SUMMER PROGRAM IN CONNECTION WITH THE "UPWARD BOUND" PROGRAM AT COLUMBIA UNIVERSITY WAS ALSO PROVIDED. RESEARCH USING ACHIEVEMENT AND APTITUDE TESTS IS BEING DONE TO COMPARE THE DISADVANTAGED YOUTH TO REGULAR COLLEGE PREPARATORY YOUTH IN EACH OF THE FIVE HIGH SCHOOLS. THE CENTERS ARE ALSO BEING COMPARED ON SOCIOECONOMIC FACTORS AND STUDENT TEST RESULTS. THE LONGITUDINAL STUDY OFFERS OPPORTUNITY FOR MUCH RELATED RESEARCH, SUCH AS STUDIES OF ATTITUDES AND SELF-CONCEPT OF THE SELECTED STUDENTS. (NS)

A NEW YORK CITY PROGRAM TO IDENTIFY DISADVANTAGED YOUTH WITH UNDISCOVERED COLLEGE POTENTIAL AT THE END OF NINTH GRADE, TO IMPROVE THEIR MOTIVATION AND ACHIEVEMENT IN SCHOOL WORK, TO DEVELOP THEIR EXPECTATIONS FOR COLLEGE ENTRANCE, AND TO IMPROVE THEIR CHANCES FOR SUCCESS IN COLLEGE, IS DESCRIBED. DURING THE SPRING OF 1965, 579 DISADVANTAGED BOYS AND GIRLS WERE SELECTED ON THE BASIS OF EARLIER SCHOOL PERFORMANCE, SEVERE SOCIOECONOMIC HANDICAPS, STANDARDIZED TEST PERFORMANCE, AND COUNSELOR AND TEACHER RECOMMENDATIONS. AN EXPERIMENTAL GROUP OF 145 STUDENTS RANDOMLY CHOSEN FROM THE GROUP WAS GIVEN A SPECIAL 8-WEEK, IN-RESIDENCE SUMMER PROGRAM ON THE COLUMBIA UNIVERSITY CAMPUS--AN UPWARD BOUND PILOT PROJECT DESIGNED TO OVERCOME EDUCATIONAL DEFICIENCIES, DEVELOP IMPROVED ATTITUDES TOWARD LEARNING, AND DEVELOP MORE EFFECTIVE STUDY HABITS. THIS WAS FOLLOWED BY A SPECIAL SCHOOL-YEAR PROGRAM GIVEN IN FIVE HIGH SCHOOL DEVELOPMENT CENTERS, INCLUDING TUTORIAL SERVICES, CURRICULUM GUIDANCE, A CULTURAL PROGRAM, REMEDIAL WORK, BLOCK-TIME CLASSES, AND INDIVIDUALIZED INSTRUCTION. THE CONTROL GROUP OF 424 STUDENTS WAS EXPOSED ONLY TO THE SPECIAL SCHOOL-YEAR PROGRAM. AT THE END OF THE SCHOOL YEAR, THE TWO GROUPS WERE COMPARED FOR GRADES, REGENTS EXAMINATION SCORES, ATTENDANCE, AND DROPOUTS. THE EXPERIMENTAL GROUP SHOWED A SLIGHT ADVANTAGE. FURTHER RESULTS AND RECOMMENDATIONS ARE GIVEN. TABLES AND REFERENCES ARE INCLUDED. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION MEETING (NEW YORK CITY, FEBRUARY 18, 1967). (LS)