Forty-nine high-risk students enrolled in basic skills development classes at Essex Community College were evaluated on self-concept growth as shown by pre- and post-tests with the Tennessee Self Concept Scale (TSCS), by an open-ended self-evaluation questionnaire, and by improvement in grade point average (GPA). The developmental classes--non-credit, individualized, programmed laboratory experiences--utilized individual learning contracts which required each student to work toward a self-defined resolution of his skill deficiencies as he perceived them. At program conclusion, more than 70% of students maintained or improved their self-concept as indicated by the TSCS and questionnaire responses. Eight percent of students showed GPA declines, while 48% earned average or above average GPA. Eighteen of the average GPA students had been considered particularly high-risks when they entered the program. No GPA comparison was made for 28 participants who were first semester students. In the standardized reading evaluation, 40 students showed improvement. Sixty-four percent exhibited vocabulary growth and 46% showed gains in reading comprehension. Student progress is reported for each student and a copy of the learning contract is included. (TR)