This study assessed the attitudes of three groups that participated in Upward Bound, a newly instituted academic advisory program at Tomball High School in Texas. It also provided a baseline of data to measure students' academic performance. The three groups, 300 high school freshmen, 115 of their parents, and 33 full time faculty, responded to Likert-type and open-ended questions. Overall, attitudes of parents and students were mixed. Sponsors cited the program's potential for establishing group cohesion among freshman students. Some benefits were reported in study skills and, to a lesser degree, interpersonal skills. However, an improvement in first semester Algebra 1 and English 1 grades was not realized when comparing this year's freshman class (participants of academic advisory) with last year's freshman class (non-participants). Areas cited by sponsors and parents as needing improvement are communication, planning, structure and relevancy of curriculum, format of academic advisory (activities and study period), and teaming; staff development (on advisory role) is needed. Parents and students tended to agree that the concept of academic advisory is good, but preferred another content elective and suggested that academic advisory be exclusively for students with low self-esteem. (Contains 36 references.) (Author/JE)