THIS REPORT IS AN EVALUATION OF A PROGRAM WHICH PAIRED STUDENTS FROM TWO "SLOW" SECOND-GRADE CLASSES IN A HARLEM ELEMENTARY SCHOOL WITH STUDENTS IN TWO HIGH ACHIEVEMENT FIFTH-GRADE CLASSES. THESE PUPILS LUNCHED TOGETHER WEEKLY AND PLAYED TOGETHER AFTERWARD. ONCE A WEEK THEY MET FOR DIRECTED CLASSROOM ACTIVITIES. ALSO THEY WENT ON SCHOOL TRIPS TOGETHER, ATTENDED ONE ANOTHER'S SCHOOL ASSEMBLIES, AND WERE ENCOURAGED TO EXCHANGE GREETING CARDS AND OTHER TOKENS OF FRIENDSHIP. IT WAS HYPOTHESIZED THAT THE SECOND-GRADERS, HAVING THEIR NEED TO IDENTIFY WITH A SUCCESSFUL MODEL FULFILLED, WOULD SHOW AN INCREASE IN MOTIVATION, ACHIEVEMENT, PERSONAL AND SOCIAL ADJUSTMENT, AND POSITIVE SCHOOL BEHAVIOR AND RELATED ATTITUDES. EVALUATION PROCEEDED ON THE BASIS OF TEACHERS' RATINGS, INDIVIDUAL INTERVIEWS, SCHOOL ATTENDANCE, AND STANDARDIZED TESTS. TWO CONTROL GROUPS WERE ESTABLISHED FROM THE SECOND- AND FIFTH-GRADE CLASSES. THE RESULTS OF THE STUDY SHOWED THAT THE SECOND-GRADERS IMPROVED IN SCHOOL ATTENDANCE AND READING ACHIEVEMENT. HOWEVER, DATA RELEVANT TO SOCIAL AND PERSONAL ADJUSTMENT WERE NOT CONSISTENTLY SUPPORTIVE. MOREOVER, ALTHOUGH THE JUNE 1966 TEACHERS' RATINGS AND THE INDIVIDUAL INTERVIEWS INDICATED THAT THE PUPILS HAD GENERALLY IMPROVED SINCE SEPTEMBER, THE JANUARY 1967 TEACHERS' RATINGS OF THE PUPILS (THEN IN THIRD GRADE) WERE NEGATIVE, ESPECIALLY IN RELATION TO PEER GROUP AND CLASSROOM PARTICIPATION. POSSIBLY THE SOMEWHAT TUTORIAL RELATIONSHIP BETWEEN THE OLDER AND YOUNGER CHILDREN INHIBITED THE YOUNGER CHILDREN'S ABILITY TO PARTICIPATE IN PEER-GROUPS SITUATIONS. FURTHER CONTROLLED TESTING IN THIS AREA IS NEEDED. APPENDIXES INCLUDE A RESEARCH PAPER WHICH DISCUSSES THE PROGRAM IN TERMS OF THE PARTICIPATING FIFTH-GRADERS, AND OTHER RELEVANT DATA. (LB)