Louisiana Tech University conducted a program to reduce drop-out probabilities for at-risk special needs adolescents as part of the Job Training Partnership Act (JTPA). Eighty-six students between the ages of 14 and 16 were chosen as "at-risk" based on economic disadvantage, lower academic performance, behavioral and adjustment problems, family dropout history, personal interview, and the judgement of a guidance counselor. For an 8-week period, students resided at Louisiana Tech University, where they were immersed in job, academic, and personal activities. Each participant worked 20 hours per week at various job sites on the campus and were paid minimum wage. Students also received 4 hours per day of language arts and mathematics instruction. Counseling, recreation, and performing arts activities were optional. Researchers gathered pre- and post-test data on: (1) attitudes toward job choice and career success; (2) academic achievement; (3) attitudes toward education and schools; and (4) self-concept. Rating of job performance by supervisors was positive, and rating of job satisfaction by employees revealed general satisfaction. No significant pre-post gains emerged in career attitudes or education attitudes. Consistent gains in academic achievement appeared in all components. Contrary to expectations, students showed a decrease in self-concept. (KS)