This report summarizes the responses of students in two Philadelphia high schools to the second year of implementation of the Talent Development comprehensive school reform model. Both schools served low-income, predominantly African American and Hispanic American students. The Talent Development model was intended to improve schools facing problems with attendance, discipline, achievement, and dropping out. Its cornerstone was the Ninth Grade Success Academy, which promoted high expectations and extensive academic and social support as central vehicles for encouraging success for all. Interviews with 9th and 10th grade students were compared to interviews with students from a school in the first year of program implementation. Overall, students in both groups had similar attitudes. They were satisfied with the quality of their education and appreciated the support. Students articulated the value of teams as a meaningful organizational unit that connected them to the school via activities and offered more diverse learning activities. Students thought their teachers were doing a good job, that they themselves were making progress toward graduation, that few improvements were needed, and that their academy choice for the next year would help them with future careers. (SM)