THIS INTERIM REPORT DESCRIBES AND EVALUATES THE ACTIVITIES OF THE COLLEGE ASSISTANCE PROGRAM (CAP), WHICH WAS ESTABLISHED TO COUNSEL DISADVANTAGED AND NEGRO STUDENTS ABOUT POST-HIGH SCHOOL EDUCATIONAL OPPORTUNITIES AVAILABLE TO THEM. DATA WERE GATHERED FROM INTERVIEWS, CORRESPONDENCE, AND FILED REPORTS, AND FROM QUESTIONNAIRES SENT TO 1197 COLLEGE STUDENTS, 49 CAP TEAM MEMBERS, AND 53 HIGH SCHOOL OFFICIALS VISITED BY CAP TEAMS. THESE TEAMS CONSISTED OF COLLEGE ADMISSIONS AND FINANCIAL AID OFFICERS. IT WAS FOUND THAT THE CAP TEAMS ENGAGED IN CONFERENCES WITH HIGH SCHOOL COUNSELORS MORE FREQUENTLY THAN THEY ENGAGED IN ANY OTHER ACTIVITY. DISTRIBUTION OF LITERATURE ON COLLEGE OPPORTUNITIES RANKED AS THEIR SECOND MOST FREQUENT ACTIVITY AND ASSEMBLY PRESENTATIONS RANKED THIRD. STUDENTS GENERALLY AGREED THAT VISITS BY CAP TEAMS AND BY COLLEGE STUDENTS HAD INFLUENCED THEIR DECISION TO CONTINUE THEIR EDUCATION. THE HIGH SCHOOL OFFICIALS WHO WERE QUESTIONED WERE MORE OPTIMISTIC ABOUT THE PROGRAM THAN WERE THE CAP TEAM MEMBERS. HOWEVER CAP ACTIVITIES HAVE LED MANY OF THE PARTICIPATING COLLEGES TO MODIFY RECRUITING, ADMISSIONS, AND FINANCIAL AID POLICIES TO ENCOURAGE THE ENROLLMENT OF DISADVANTAGED STUDENTS. CAP ACTIVITIES WERE ALSO THOUGHT TO HAVE HELPED HIGH SCHOOL GUIDANCE STAFF IN THEIR WORK WITH DISADVANTAGED STUDENTS. IT IS RECOMMENDED THAT EDUCATORS MAKE SPECIAL EFFORTS TO IDENTIFY AND MAINTAIN CONTACT WITH DISADVANTAGED STUDENTS WITH COLLEGE POTENTIAL WHEN THEY ARE IN NINTH-GRADE OR EARLIER. (DK)