In the 1982-83 school year, the Cincinnati Public Schools operated 21 alternative programs designed to provide specialized learning experiences along with the traditional academic curricula. Since balanced racial composition is a primary goal of these programs, applications are received from students regardless of where they reside in Cincinnati, and acceptance is based on racial balance. Evaluation of the 1982-83 school year programs showed that the composition of alternative programs was 56% Black, 42% White and 2% other races. Of the 39 alternative sites, 69% met the guideline for Black membership. California Achievement Tests in reading and math showed fewer alternative students in the below average stanines (as compared with non-alternative students), approximately the same percentage of students in the average stanines, and a higher percentage of alternative students in the above average stanines. Normal Curve Equivalents gains data showed both the alternative and non-alternative groups obtaining approximately the same expected achievement. Attitudinal survey data comparing alternative and non-alternative students, teachers, parents, and local administrators suggested that alternative groups gave more positive responses to items concerning alternative programs. Monies spent on "excess teachers" and instructional assistants for alternative programs amounted to $3,110,000, a $244,000 increase over 1981-82 (an effect of salary increases). The non-personnel budget reveals $223,651 as a total for allocated funds, a $23,889 decrease over 1981-82. Since no new programs or sites were added in 1981-82, new materials were reduced. (KH)