nt research, it is clear that the picture of the disadvantaged drawn by Liebert and Wicks-Nelson remains the same. For example, Bempechat and Ginsburg (1989) reported that in today's schools, about 30 percent of the school population is considered to be at risk of school failure due to their disadvantaged status. The authors went on to note that demographic projections are of a large increase in the poor and minority populations that largely comprise disadvantaged school-age children.
Bempechat and Ginsburg (1989) further noted that one of the strategies found to be effective in remediating the situation of disadvantaged students consists of the various types and kinds of school-based compensatory education programs. These consist of federally funded programs which have been at the core of efforts to redress the long-standing inequalities of the American school system and to improve access to quality education for disadvantaged students (Bastian & Associates, 1986).
Bastian and Associates (1986) have noted t
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