This paper presents a technical progress report of two programs conducted with funds provided under the Emergency School Assistance Program. One, the Mobile Learning Unit, said to have been designed to measure changes in fourth and fifth grade students' self-concept in a reorganized desegregated school environment, focuses on whether a positive self-concept comes (1) from a decrease of academic deficiencies through remediation procedures or from a program designed to increase success identities; (2) from neither of these; or (3) from both of these treatments. Results did not support either treatment, yet the self-concept changes were stated to be encouraging. The other program consists of a telephone hotline said to have been designed to allow students who have problems to telephone a central location and receive advice and direction with some degree of anonymity. The assumption that pre-adolescents are more apt to talk to an unknown peer was proven invalid. Hotline helpers were found to be unable to relax enough to calmly discuss the caller's problems in depth. The program as operating under its present structure was not recommended for continuation. (Author/AM)