Evaluated are several programs for socially maladjusted public school children. These supportive services are an Early Identification Program, Junior Guidance classes, Special Guidance classes, and Career Guidance classes. Assessment focused on implementation of the Board of Education's plan to augment special services in these programs, and on behavior, achievement, and attitudes of the students. Information about each of these special programs is reported separately. The conclusions and recommendations indicate that, even with augmented personnel, the services are inadequate for the demand, there is a scarcity of trained professionals, and also a lack of clarity about admission and organizational policies. The Junior Guidance and Special Guidance classes should have effective overall supervision, and the Career Guidance Program needs clarification of basic goals, admission policies, and curriculum development. For a history and description of ESEA Title I in New York City, see ED 029 071. For a related study in selected institution schools, see ED 029 936. (NH)