A 1973 evaluation of the Emergency School Assistance Program (ESAP) showed that it was effective in improving the academic achievement of tenth grade black male students. This study further analyzes this important result with the aim of finding useful information for the operation of the Emergency School Aid Act (ESAA) which replaced ESAP. Several different approaches to estimate the existence and size of tenth grade black male achievement ESAP effect are utilized. These estimates consistently agree with the direction of the original analysis but consistently show a smaller effect, although not so much lower as to place the effect in a different league. The two analyses agree that the size of the effect is not large but is worth pursuing. The secondary analysis of ESAP high school data also indicates the effectiveness of teacher race relations training programs and student intergroup relations programs, with student impact primarily upon whites and none upon black males. No convincing explanation of how ESAP improves black male achievement is found. There are suggestions of positive effects of ESAP for white males and mixed efforts for both black and white females. There are no apparent new conclusions leading to suggested changes in federal school desegregation aid programs. (Author/AM)