leadership. It involves a co-operative arrangement with Reed College in the training of teachers for work with students of exceptional ability, and in providing faculty members to work directly with such students in high school seminars. The main emphasis has been on developing a sound, practical program for gifted children which can be incorporated into the regular curriculum of the school system and supported by the taxpayers of the school district. The results to date indicate that the experiment has amply confirmed the hopes of its founders. Nearly all of the high school students who participated in the program have gone on to college, and report, for example, that their high school seminars, by providing enriched educational fare and by emphasizing independent study, have been of great value in preparing them for the intellectual rigors of college. During the present school year, more than 2,000 gifted students in 21 elementary and high schools are receiving an enriched educational experience under the program. The level of financial support from the Fund has tapered off to the point where the Portland school district is now paying most of the costs out of its regular budget, and will assume the full expense after the current school year.

The fourth project, originally called the School and College Study of Admission with Advanced Standing, has sought to enrich and accelerate general education in the eleventh through the fourteenth grades by providing able students the equivalent of college-grade work in high school, thus enabling them to "leap frog" some of the early work in college. Begun in 1951 as a co-operative venture involving 12 colleges and 12 secondary schools, the program has grown steadily. In 1955, the College Entrance Examination Board assumed responsibility for the program (now known as the Advanced Placement Program), and opened it up to participation by individual students in high schools throughout