A study conducted in a magnet school examined whether curricular attractions stressing science, second language acquisition, and use of computers make a difference in how effectively children listen and how well the pupil comprehends what is heard. Subjects were 58 fourth grade students who participated in an enriched curriculum. Data were collected for each student on his or her 1986-87 and 1987-88 Stanford Achievement Test. A comparison of the subjects' grade two listening total and listening comprehension test percentiles (derived the year before they attended the magnet school) was made with their grade three percentiles in the same tests (received after the first year at the magnet school). Results indicated a significant downward trend in listening total percentile between second and third grade. Further quantitative analysis is required to establish causes for the grade slump. (A table of data is appended.) (NKA)