This report presents an evaluation of the 1984-85 Hartford (Connecticut) Project Concern program, an education intervention for children from Title I schools. The report focuses on two areas: (1) monitoring the cognitive and affective impact of Project Concern over the current school year; and (2) examining the extent to which the reading and mathematics achievement gains of various groups of Project Concern students at Grades 3, 4, and 5 were sustained over time. The report provides detailed information regarding the evaluation design, procedures, and findings for these two areas. The different focuses of the report include student achievement (viewed absolutely, in relation to a national norm, and as sustained over time) and student attitudes toward school and learning. Progress is reported in most of these areas, and overall the study supported the claim that Project Concern students have generally maintained and enhanced their achievement performances over time. Thirty-three tables and 18 figures supplement the text. (KH)