The attitudes of high school graduates toward their high school English language arts program were surveyed in a study designed to evaluate and to help improve the senior high programs of a public school district. The 480 respondents, 80 graduates of two high schools randomly selected from each of six graduating classes (1973 through 1979), completed a questionnaire that elicited information on choice of classes, and satisfaction with preparation in the different areas of English instruction. They were also asked to indicate what they thought could be done to improve the language arts program. While no definitive conclusions were drawn from the data, the responses were made available to the faculty for their evaluation. Interest, level of difficulty, and academic need were the most significant criteria in student choice of English classes. Graduates consistently rated their preparation in reading and in writing above average. The respondents also gave a general vote of confidence to the effectiveness of the total English language arts program, praising teachers for their dedication. However, a high percentage felt that writing/grammar instruction should receive more emphasis than it had received while the respondents were in school. (Appendixes include the questionnaire materials.) (HTH)