Evidence suggests that tracking of students on the secondary level may not only be discriminatory, but also counterproductive to the personal, educational, and economic potential of all students. The English and Social Studies department of Oak Hill High School, in Wales, Maine, developed an intervention program concerning heterogeneous grouping for the 9th and 10th grades. The school is small, with 400-450 students, and is considered rural or suburban. During the 1988-89 and 1989-90 academic years, the program integrated the mid and upper tracks of students for English and Social Studies classes. Evaluations based on student surveys and faculty observations concluded: (1) students experienced a high degree of self-esteem; (2) teachers perceived that the self-esteem of the mid-level student was elevated; (3) students had a positive perception of the learning environment; (4) staff ability to manipulate the learning environment increased; (5) teachers preferred heterogeneous groups; (6) student level of motivation increased; (7) students took responsibility for their learning; (8) students participated in class activities with a positive perception; (9) teachers diversified and improved teaching strategies; (10) classes became more student-centered, participatory, and interactive; and (11) teachers observed a decrease in the gap between the performance and stigmatized roles of the mid and upper level student. This document contains numerous data tables and a bibliography. (ALL)