This is an interim report of the second full year of the "Fifteen Point Plan." Although majority of comparisons between groups shows no significant statistical differences, differentials in achievement may become more noticeable as the program effects are reinforced with time, and through cumulative experience. From data analyzed after two full years of study, it now appears that black pupils who attend integrated classes at their neighborhood school which has some specifically funded enrichment emphasis, achieve at a slightly greater rate than children in compensatory programs or those who commute to outer city integrated schools. Pupils in the two grade levels surveyed at the control school more frequently reflect achievement levels which are lower than those of either the comensatory or integrated programs. The achievement of white children enrolled at an inner city school is generally not different from that of their home school counterparts; if a difference appears, it seems to favor those who attend the enriched inner city school setting. [For a related report, see ED 023 746. Of the findings on eight questions originally appended, only those relating to questions 1-7 (Appendices B through H) are found in this document.] (Author/JM)