An evaluation of the first year of the Carver Latin Grammar Magnet Elementary School (CLG) in Kansas City, Missouri, is reported. Students are required to sign a contract and agree to adhere to criteria regarding conduct, to maintain high levels of academic performance, and to wear uniforms. The program is evaluated in terms of enrollment goals and racial composition, curriculum and infusion of the theme into the classroom, perceptions regarding program implementation, and levels of student achievement. Findings suggest progress toward theme-related and achievement goals and court-order desegregation goals, but less progress toward student satisfaction, with only 21 percent of students indicating a desire to return to the school. Three recommendations are offered to improve program implementation regarding maintenance of parental involvement, establishing numerical targets for thematic infusion, and improving academic performance. The Latin Grammar Contractual Agreement and information on extended day classes and activities are appended, and 13 tables and figures provide supplemental data on achievement, enrollment, and participant attitudes. Contains 5 references. (LB)