Project Concern in Hartford bused approsimately 260 inner city children to suburban elementary schools. The project was designed to evaluate experimentally the effects of (1) placement in a suburban school with or without remedial-supportive assistance and (2) placement in an inner city school with or without compensatory services. Criterion variables used to evaluate the treatment were mental ability, academic achievement, personal-social development, and creativity. Findings of a 1968 evaluation suggested that the bused experimental children in suburban classes in grades K-3 had a significantly greater tendency to show growth in mental ability than the control children remaining in inner city classrooms. In grades 4 and 5, however, the controls showed better achievement than the experimentals. The effects of supportive assistance were mixed. It was felt that the placement of two or three children in a suburban classroom had no measurable negative effect on the academic achievement of the suburban children. A description of the program includes information on staff, methodology, and costs. (EF)