Because of high dropout rates and high minority concentrations within the Casa Grande, Arizona, Union High School District, a new program assigned to hold students in school and to shift their attitudes toward school and self was incepted during the 1968-69 academic year. The program focused on giving special consideration to core courses, English and math, in a team-teaching situation. The 43 ninth-graders selected to participate in the program represented their ethnic groups as follows: (a) Anglo, 30.6%; (b) Mexican American, 39.4%; (c) American Indian, 18.1%; and (d) Black, 11.9%. In respect to the first objective, 6.9% of these students dropped out of school compared to 18% of the vocationally placed students and 8.1% of the regular classroom students; absenteeism rate for the special academic group was 4.5%, compared with 9.5% among the vocational students and 4% among the regular academic students. On an "attitudes toward school" scale on a pre-test basis, the special academic students had a mean of 76.3, compared to 75.9 for vocational students and 78.2 for regular classroom students. When given an alternate-form "attitudes toward school" scale as a post-test, the special students' mean was 77.4, compared to 74.3 for vocational students and 75.1 for regular classroom students. Covariance analysis indicates that the produced change in attitudes toward school was significant beyond the .01 level. The obtained F, with degrees of freedom 2 and 281, was 5.0. This indicates that differential change in attitudes did occur. (Author/LS)