This report presents the 1967-68 evaluation of New York City's More Effective Schools (MES) project. The evaluation describes the facilities and staff provided by ESEA Title I funds and estimates the effectiveness of the MES schools by comparing them with control schools and special services (SS) schools. Estimates are provided of the impact of the project on children in the areas of reading achievement, achievement in arithmetic, verbal fluency, self-perception, and control of environment. Next, the evaluation sought information from teachers on aspects of role perception and decision making and ended by surveying parent opinion of the program. The sample used involves 30 schools: 16 MES schools, 7 control schools, and 7 SS schools. The study is based on a simple comparative survey design using 15 different data gathering instruments ranging from questionnaires to standardized tests. Data collection activities conducted in MES schools were replicated in control and SS schools by the same staff to insure consistency of results. (TT)