This study is an evaluation of a summer tutorial program designed to encourage inner city secondary school students to complete high school in a manner such that their chances of entering college would be maximized. The subjects in the tutorial group were forty 16 year-old boys. The control group comprised 28 high school boys closely resembling the tutorial sample. The program emphasized reading and mathematics, with some attention given to art and physical education. School related attitudes of the two groups were measured with a semantic differential devised specifically for this study. Analysis of the data revealed that: (1) in the last three years of school, there was essentially no difference in the scholastic achievement of the two groups tested; (2) at the end of the program (senior year in high school) the tutorial group's school related attitudes were significantly more positive than those of the control group; (3) for the tutorial group, positive attitudes toward school were not significantly related to intelligence; and, (4) after high school, 82 percent of the tutorial group and 18 perecent of the control group began college. The findings are considered to suggest that attitudinal side effects of educational enrichment programs may have a discernible effect on subsequent striving. (RJ)