This study evaluated a Columbus (Ohio) Public Schools summer remedial reading and language mechanics skills program for participants in a job training program. The Summer Academic Skills Enhancement Program provided clients with the skills required for employment into entry-level positions in 160 curriculum hours. Seventy-one clients were pretested with the Comprehensive Test of Basic Skills (CTBS) and based on these results, were classified as regular pretest achievers or low pretest achievers. Forty-six black and 3 non-black clients (27 males and 22 females) who attended at least 30 days of summer program instruction and had pretest and posttest CTBS scores were studied. Evaluation at the end of the program found that pupils in the regular group reached skill achievement goals, while pupils in the low group did not. Program retention showed a 2 percent gain from the previous year (1991), and black male retention (82 percent) was up 24 percent from the previous year. Non-minority recruitment, enrollment, and retention showed no improvement. With program completion defined as attending 75 percent of the possible program days and by showing a gain of 1 or more grade equivalents on at least 1 of the 3 subtests, 33 clients (46 percent of the 71 enrolled) achieved program completion status. Analysis of the completion criteria suggests that requirements distort the actual achievement of participants. Fourteen tables display data from the evaluation. An appendix presents the Pupil Census Form and eight additional tables. (JB)