THE AIMS OF THE MCKINLEY SCHOOL WERE TO INCREASE ACHIEVEMENT IN BASIC SKILLS, TO ENRICH AND ENLARGE THE EXPERIENTIAL BACKGROUND OF THE CHILDREN, TO ESTABLISH A CLOSER LIAISON BETWEEN THE SCHOOL, THE HOME, AND THE COMMUNITY, TO DISCOVER LATENT TALENT, AND TO DEVELOP POTENTIAL IN AN ATTEMPT TO RAISE EACH INDIVIDUAL'S SELF-IMAGE. THE TEACHERS' EVALUATIONS, BASED ON QUESTIONNAIRES, WERE THE BASIS OF THE REPORTS. PUPIL GROWTH IN LANGUAGE ARTS SHOWED A DEFINITE ADVANCEMENT IN READING LEVELS, TECHNIQUES OF THE NEW TRENDS IN MATHEMATICS CREATED MORE VARIETY IN PRACTICE, A RENEWED INTEREST IN COMPUTATIONAL PROCESSES, AND A GREATER APPARENT ENJOYMENT OF ARITHMETIC. THE QUALITY OF PUPIL BEHAVIOR IMPROVED DESPITE CONDITIONS SUCH AS PART-TIME CLASSES WHICH COULD PRODUCE UNREST AND TENSION. TEACHER GROWTH WAS EVIDENCED IN THE INSTRUCTION PROGRAM, INSERVICE MEETING PROVIDED STIMULATING AND PRODUCTIVE DIRECTIONS IN LESSON PLANNING AND CLASSROOM TECHNIQUES. THE VARIETY OF AFTER-SCHOOL CLUBS, IN THE EXTENDED PROGRAM, GAVE CHILDREN A MEANS OF EXPRESSING THEMSELVES IN AREAS OF SPECIAL INTERESTS. IN REGARD TO SCHOOL-COMMUNITY RELATIONS, TWO COORDINATORS WERE INSTRUMENTAL IN DEVELOPING A RAPPORT BETWEEN THE SCHOOL AND THE COMMUNITY. IT WAS RECOMMENDED THAT THE INSERVICE PROGRAM PRACTICE IN SPEAKING AND CONVERSATION SKILLS. ATTEMPTS SHOULD BE MADE TO PROVIDE MORE CHALLENGING ARITHMETIC PRACTICES FOR THE BRIGHTER CHILDREN. A STUDENT GOVERNMENT ORGANIZATION SHOULD BE INITIATED TO DEVELOP AND ENCOURAGE ACCEPTANCE OF RESPONSIBILITY.