A follow-up study was conducted of summer school programs in Ann Arbor, Michigan, which provided remedial instruction for 378 elementary school students two or more grade levels deficient in reading and/or mathematics achievement. Priority was given to Title I students. Major program elements included small teacher/pupil ratio; relaxed atmosphere; learning activities selected to meet individual needs; frequent diagnosis of pupil instructional needs; and varied activities to maintain pupil interest. Questionnaire responses from teaching and non-teaching staff, parents, and students indicated positive reactions to the program. Pre- and post-test differences indicated that a majority of students had achievement gains. The lowest gain scores were shown by first graders. Students absent two days or less had greater gains than those absent more than two days. Title I students did not have as impressive gains as non-Title I students. Students who attended two years had particularly good gains in reading comprehension. There was a preliminary indication that students attending summer school had achievement gains or less regression than students not attending summer school. (Author/MH)