This document presents a description and evaluation of the Supportive Services Program in New York City for the 1975-76 school year. It was designed to reinforce the cognitive growth of disadvantaged high school students who were referred from one of three Title I programs: Skills Remediation in Reading; Remedial Mathematics; and Native Language Arts, English as a Second Language. The program provided supplementary counseling and family consultation to eligible students and operated in 32 high schools. The treatment group consisted of 2,873 students who received intensive services of at least 10 small group sessions or 12 individual sessions. The control group consisted of a subset (1,061 students) of the treatment group who participated in the same main component in the previous year or semester and who did not receive intensive service during the previous period. Findings indicated that students in the remedial reading program showed statistically significant improvements in grades 9 through 12, when the treatment length was for one year and in grades 9 and 10 when the treatment length was for one semester. Remedial math students showed an improved average monthly gain, but these were not statistically significant. The number of students from the ESL program was small (19) students) and results did not indicate statistically significant gains. (Author/AM)