This report presents findings of an evaluation of Project Concern, a basic skills and career development program initially undertaken to foster school desegregation by busing inner city pupils to suburban schools in the Hartford, Connecticut, metropolitan area. The report describes the outcomes of project graduates, dropouts, and nonparticipants from 1977 to 1979, focusing on two areas: (1) their sustained occupational outcomes; and (2) cognitive and affective impact of the program. Student achievement in reading, language and mathematics is described, as are findings on participants' career aspirations, educational training, work history, and transition from school to work. Data indicate that suburban and inner city Project Concern participants were positively affected by the program in terms of career development and basic skills growth, although suburban students did not show positive relative growth. The reader is cautioned, however, that findings are tentative, due to low survey returns by some schools. (WAM)