Designed as an alternative program to reduce absenteeism in four high schools in the Bronx, a career education and academic upgrading experiment placed sixty ninth graders in a special area of Bronx Community College. The students, recruited from among disadvantaged potential dropouts (mostly blacks and Hispanics), attended half-day sessions at the college, taking classes in remedial mathematics and reading, oral communication skills, and career exploration. The remainder of the day was spent at their regular high schools. Classes at the college were small, emphasized personalized instruction, were taught by minority or ethnic-background teachers, and stressed curriculum innovation. Evaluation of the program showed four of the seven stated objectives had been met. The desired number of low income students were recruited; students improved attendance; they significantly improved their oral communication capabilities; and they gained knowledge of career clusters. Most students also improved in reading and mathematics skills, although not to the extent stated in the objective. As a result of their experience, teachers and administrators of the program developed recommendations for structuring future career-education-based remedial programs. (Note: This report describes the second year of this project. The project was then revised and funded under a different grant with the title "Model High School-College Linkage Program.") (KC)