This paper focuses generally on student non-cognitive improvement before and after a Newark Chapter 1 program implementation; and specifically, on demonstrated growth in the non-cognitive areas over the year from pre-assessment to post-assessment as part of the Chapter 1 intervention. The evaluation was conducted, based on classification in terms of project areas, status, and grade levels. The evaluation model was a one-group pre- and posttest design. A non-parametric test, the Wilcoxon Signed-Ranked Test, was used to determine significant difference between two related samples. The results showed that the Chapter 1 participants demonstrated significant growth in almost all categories in non-cognitive domain. Independent teacher ratings of non-cognitive objectives; additional input from other raters, e.g., teachers, teacher aids, counselors, etc.; and, student participation in the rating process are recommended to improve non-cognitive evaluation. (Author/PN)