It is generally conceded by knowledgeable educators that compensatory education programs have exhibited dramatic success in only rare instances. The reasons for this condition are varied, and we do not wish to offer either a definitive analysis or a complete remedial prescription. However, it appears that this failure is due in substantial measure to an unwillingness to acknowledge the depth of deprivation to which the individual child has been subjected and an inability to focus upon him the massive resources necessary to make up the difference.
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