AN EVALUATION OF A FREE CHOICE, OPEN ENROLLMENT PROGRAM, IN WHICH SEVENTH-GRADE MINORITY GROUP CHILDREN HAD THE OPPORTUNITY TO TRANSFER TO RACIALLY BALANCED JUNIOR HIGH SCHOOLS OUTSIDE THEIR NEIGHBORHOODS, RECORDED THE RESPONSES OF THE PUPILS, PARENTS, AND TEACHERS IN THE RECEIVING SCHOOLS. THE COMPARATIVE ASSESSMENT OF ACADEMIC ACHIEVEMENT, SCHOOL BEHAVIOR AND DISCIPLINE, PEER ACCEPTANCE, AND SCHOOL ATTITUDES OF THE 263 OPEN ENROLLMENT PUPILS AND THE 257 NONOPEN ENROLLMENT PUPILS IN THE SAME 13 JUNIOR HIGH SCHOOLS WERE GATHERED FROM SCHOOL RECORDS AND PUPIL-COMPLETED RATING FORMS AND QUESTIONNAIRES. TEACHER, ADMINISTRATOR, AND PARENT ATTITUDES AND EVALUATIONS WERE ASSESSED BY QUESTIONNAIRES. GENERAL FINDINGS INDICATED THAT, IN COMPARISON WITH NATIONAL NORMS AND NONOPEN ENROLLMENT CLASSMATES, THE OPEN ENROLLMENT PUPILS HAD A HIGHER INCIDENCE OF UNSATISFACTORY GRADES IN ACADEMIC SUBJECTS. HOWEVER, THE TWO GROUPS OF PUPILS DID NOT DIFFER MARKEDLY IN THEIR ATTENDANCE, EXTENT OF DISCIPLINARY PROBLEMS, FAVORABLE ATTITUDES TOWARD SCHOOL, AND PEER ACCEPTANCE. THE PARENTS OF THE OPEN ENROLLMENT PUPILS FOR THE MOST PART WERE FAVORABLE TOWARD THE PRESENT SCHOOL OF THEIR CHILDREN, BUT THE TEACHERS AND ADMINISTRATORS TENDED TO VIEW NEGATIVELY THE OPEN ENROLLMENT PUPILS. (JL)