The Hartford Project Concern attempted to discover if the educational deficits so persistent among minority group inner city children can be prevented or corrected by placement in a suburban school. Two hundred and sixty six were randomly selected by classroom units from those schools with 85 percent or more non-white population and were reassigned on a chance basis to vacant seats in 124 different classrooms in 34 suburban schools in five suburban communities. A control group of 305 was selected in an identical fashion. During each of the four terms between Fall 1966 and Spring 1968 each child was given a battery of tests under identical conditions. Teacher reports, interviews, etc. were also utilized. The overall pattern of differences between experimental and controls indicates that programs, if begun in suburban schools by grade 3, can influence experimentals toward better understanding of expectations, i.e., better test-taking skill, increased self-discipline, and increased ability to evaluate responses in terms of external standards. [Not available in hard copy due to marginal legibility of original document.] (JM)