Reported are the results of a 20-day highly concentrated program of teaching mathematics, language arts, and human relations to disadvantaged fourth, fifth, and sixth grade students in Houston, Texas. This follow-up study is based on a sample of 80 students from the original group of 200. Findings show that: (1) there were no significant differences in school attendance and language arts grade point average between 1966-67 and 1967-68; (2) a significant difference was found in mathematics grade point average between the two years; (3) a significant progression in mathematics achievement was found but there was a regression in language arts achievement; and (4) differences in semantic distance (attitudes toward school processes) were not significant. (NH)