Cargill Scholars is a comprehensive, five-year program that aims to improve students' scholastic performance by raising academic expectations, preventing high-risk behavior, and improving life skills. The program serves 50 socio-economically-disadvantaged children who attend school in Minneapolis or its northern and western suburbs. The program provides the following services: (1) facilitation of services; (2) academic tutoring; (3) off-site opportunities; (4) participation in organized group and individual out-of-school activities and musical instruction; (5) parental exposure to ways of being involved with education; and (6) participation in positive relationships with mentors and program coaches. This report summarizes the evaluation results collected during the 2002-03 program year. The evaluation of Cargill Scholars includes an examination of three issues: outcomes for scholars and their families; program implementation; and stakeholder satisfaction. This document summarizes results obtained over the course of the second year of the program through the following strategies: (1) In-person interviews with 46 scholars (92%) between September and October, 2003; (2) In-person or telephone interviews 46 parents (92%) between September and October, 2003; (3) A combination of telephone interviews or mailed surveys with 48 of the scholars' teachers (96%) in the fall of 2002 and with 49 of their teachers (98%) in the spring of 2003; (4) Information provided by program staff; (5) Standardized test results provided by Change of Mind, the company providing tutoring services; and (6) Scholars' report cards. Overall, the results from the second year of the Cargill Scholars program indicate that scholars are generally performing well in all outcome areas. Scholars continue to demonstrate high levels of social competence, including positive behaviors at home and at school and strong relationships with family and peers. The majority of the parents are involved in scholar's education, including assistance with educational activities at home and attendance at school events. While satisfaction ratings are generally positive, there has been a decline in parent satisfaction with some activities, however, as well as with the program overall. In contrast, scholars' satisfaction with some of these same activities has increased. Teachers also reported high satisfaction with the quality of the tutoring, though they continue to wish for more communication with tutors. (Contains 197 figures.)