This case study of the effects of school restructuring on at-risk students focused on the grade 11 Humanitas Program at seven Los Angeles schools. Humanitas was initiated to improve the humanities education of average students in urban schools with a large minority population. The following measures were used to compare Humanitas students with non-Humanitas students: (1) student attitude surveys; (2) student writing samples; (3) standardized test scores; (4) school records; (5) teacher and administrator questionnaires; and (6) teachers' course assignments. The following conclusions are presented: (1) Humanitas had a positive effect on students' thinking and writing; (2) students and staff tended to rate Humanitas class experience more positively than comparison classes; (4) at-risk Humanitas students tended to feel that Humanitas teachers had higher expectations, gave more and harder assignments, and encouraged more class discussion than non-Humanitas teachers; (5) Humanitas seniors took more college-oriented courses and applied to four-year colleges more frequently than non-Humanitas seniors; (6) there were no differences in student attitudes toward peers, educational plans, or self-confidence; (7) over time, at-risk Humanitas students seemed to increase their confidence about writing compared to at-risk non-Humanitas students; and (8) participation in Humanitas appeared to improve attendance and dropout rates. A list of 17 references, samples of essay assignments, and 18 tables and 10 graphs of statistical data are appended. (FMW)