This program was designed to supplement the New York City tax levy educational program provided for 2128 underachieving socially maladjusted, emotionally disturbed students in grades three through twelve. Most of the students were enrolled in 16 special day schools for the socially maladjusted and emotionally disturbed. The remaining students were enrolled in eight cluster schools with a total of 22 sites in treatment centers, psychiatric hospitals and special classrooms in regular schools. Instruction in reading and mathematics took place in small groups or on an individualized tutorial basis. In some school settings students were tested, diagnosed and instructed in a reading laboratory setting equipped with software and hardware for reading systems such as EDL, SRA, Didactics, Mind, Auto-Tutor, and Systems 80. Mathematics instruction in schools with laboratories was conducted using calculators, Geo-Boards, SRA Multiplication Kits, puzzle kits and games. The evaluation of this program found that the program improved reading and mathematics skills of students as defined by scores on the Stanford Achievement Tests. It was concluded that a major reason for this success was probably due to the one-to-one and small group instruction. Tables of pre and posttest data are included in the appendices. (Author/PR)