AN 8-WEEK SUMMER PROGRAM TO PROVIDE A TRANSITIONAL EXPERIENCE FOR 69 GIFTED CULTURALLY DISADVANTAGED GIRLS (GRADES 8 TO 11) WHO WERE GIVEN CONDITIONAL SCHOLARSHIPS TO INDEPENDENT HIGH SCHOOLS CONSISTED OF INTENSIVE TUTORING IN ENGLISH, READING, AND MATHEMATICS. A PROFESSIONAL TEACHING STAFF WAS ASSISTED BY UNDERGRADUATE RESIDENT TUTORS, WHO ACTED AS COUNSELORS AS WELL. ENGLISH AND READING CURRICULUMS WERE COMPLEMENTARY, WITH MUCH OVERLAPPING MATERIAL, AND INCLUDED LITERARY ANALYSIS, COMPOSITION, VOCABULARY BUILDING, COMPREHENSION, AND STUDY SKILLS, BASIC REMEDIAL WORK WAS NECESSARY TO TEACH THE GIRLS NOTETAKING AND TO LENGTHEN THEIR ATTENTION SPAN. THE MATHEMATICS CURRICULUMS WERE DIVIDED INTO ALGEBRA AND PREALGEBRA COURSES, WITH GIRLS GROUPED ACCORDING TO PERFORMANCE ON DIAGNOSTIC AND READING TESTS. STUDENT PROGRESS WAS EVALUATED BY THE FACULTY, BUT NO GRADES WERE GIVEN. A REGULAR PROGRAM OF ATHLETIC, CULTURAL, AND SOCIAL EVENTS ALSO WAS SCHEDULED. OF THE 69 GIRLS WHO FINISHED THE PROGRAM, 63 ENTERED THE INDEPENDENT HIGH SCHOOLS. (NC)