Using a developmental research model, this longitudinal study focused on the academic development throughout secondary education of participants in a Midwestern Upward Bound project. The study attempted to determine whether the participants collectively demonstrated significant gains in achievement as a direct result of involvement in Upward Bound and assessed whether the school input factors (facilities, quality of the educational process, individualized instruction, and expenditures for compensatory education programs) were significant determinants of program success and the academic development of the students. Findings indicated that the Upward Bound program has been successful in meeting its goals and objectives. Most participants made academic gains, persisted in secondary education, and graduated. Many participants aspired to and gained admission to postsecondary institutions. (Author/MK)