THE PURPOSE WAS TO IDENTIFY ABLE STUDENTS FROM DISADVANTAGED URBAN AREAS AND TO STIMULATE THEM THROUGH CULTURAL EXPERIENCES, SPECIAL CLASSES, AND GUIDANCE TO SEEK HIGHER EDUCATIONAL AND VOCATIONAL GOALS. A PRIMARY OBJECTIVE WAS TO REFINE THE METHODS AND TECHNIQUES FOR PREDICTION OF ACADEMIC POTENTIAL, THROUGH APTITUDE TESTING, ACHIEVEMENT TESTING, AND COUNSELOR AND TEACHER RATING IN JUNIOR HIGH SCHOOL. IN AN OVERALL SENSE, PUPILS WHO RECEIVED ACADEMIC DIPLOMAS AND WENT ON TO COLLEGE SCORED HIGHER ON EACH OF THESE INITIAL CRITERIA THAN DID STUDENTS WHO DID NOT COMPLETE HIGH SCHOOL. IN ADDITION TO THE INTENSIVE COUNSELING SERVICES FOR STUDENTS INVOLVED IN THE PROJECT, THERE WAS REMEDIAL INSTRUCTION IN READING AND ARITHMETIC IN THE JUNIOR HIGH SCHOOL AND SPECIAL ENRICHED INSTRUCTION IN SMALL HOMOGENEOUSLY GROUPED CLASSES IN HIGH SCHOOL, INCLUDING A DOUBLE PERIOD DAILY IN ENGLISH. THE CULTURAL ENRICHMENT PROGRAM INCLUDED VISITS TO MUSEUMS, LIBRARIES, COLLEGES, PLAYS, FILMS, CONCERTS, AND PLACES OF HISTORICAL INTEREST. STANDARDIZED TESTS IN ACADEMIC SUBJECTS SHOW THAT PROJECT STUDENTS MADE A GREATER GAIN IN ACADEMIC AREAS THAN HAD PREVIOUS CLASSES. THEIR GREATEST GAIN WAS IN READING. USING A CHRONOLOGICAL AGE OF 15 FOR IQ SCORE BASE THERE WERE APPRECIABLE GAINS IN IQ AMONG PROJECT STUDENTS. THERE WAS POSITIVE PEER ACCEPTANCE AMONG PROJECT AND NONPROJECT STUDENTS. OF THE 329 PROJECT STUDENTS, 21.3 DROPPED OUT OF SCHOOL AND 51 ENTERED SOME KIND OF POST HIGH SCHOOL TRAINING, A MAJOR INCREASE OVER COMPARABLE GROUPS. STUDENTS EMPHASIZED THE HELPFULNESS OF GUIDANCE SERVICES IN THE PROJECT, WHILE TEACHERS STRESSED THE GAINS IN STUDENT DESIRES FOR HIGHER EDUCATION TO BE THE PROJECT'S GREATEST ASSET.