The 1984 "Introduction to High School" program provided seven weeks of academic training for about 600 underachievers in reading and/or mathematics at six Chicago high schools. Evaluation findings indicate that (1) the process of student selection and program implementation during the 1984 program was markedly better that that of the 1983 initial High School Renaissance summer program; (2) the program came close to the target enrollment goal; and (3) attendance continued to be a problem, which hindered the continuity of instruction. The degree of achievement differed from school to school and also differed depending on the academic area tested. Criterion-referenced test results indicated that at any given school the number of students showing improvement ranged from approximately 20% improving in one category to 80% improving in another category. Certain problems encountered indicate that test development and procedures should be planned early for summer 1985. Students appeared to be on task and teachers had adequate instructional materials, although some complained of not receiving them on time. Generally, both the teaching staff and the students surveyed reported that they thought the summer program was helpful and that "learning was taking place." The best indicator of the program's success ultimately will be how well students attend school, achieve academically and become socially oriented to high school. (RDN)