TWO MAJOR AREAS EVALUATED WERE ELEMENTARY SCHOOLS AND JUNIOR HIGH SCHOOLS. TESTS AND INTERVIEWS WERE DESIGNED TO ANALYZE PROGRESS IN APTITUDES, ACHIEVEMENT, AND ATTITUDES OF THE CULTURALLY DEPRIVED. ON THE ELEMENTARY LEVEL THERE WAS NO SIGNIFICANT CHANGE IN THE APTITUDE OF PUPILS FROM THE THIRD TO SIXTH GRADE SHOWN BY IQ SCORES. READING ACHIEVEMENT WAS NO HIGHER FOR HIGHER HORIZONS PUPILS THAN NON-HIGHER HORIZONS PUPILS, WHEREAS ARITHMETIC LEVELS WERE BETTER FOR THE HIGHER HORIZON PUPILS. THERE WAS NO SIGNIFICANT DIFFERENCE IN SCHOOL ATTITUDE OR SELF-IMAGE CONCEPTS, WHILE ATTENDANCE AND NONTRUANCY RATES WERE BETTER AMONG THE HORIZON GROUP. THE STAFF EVALUATION RATED THE PROGRAM POSITIVELY. THE CONCLUSIONS FOR JUNIOR HIGH SCHOOLS WERE GENERALLY THE SAME AS FOR THE ELEMENTARY SCHOOLS. THE PROBLEMS, PROCEDURES, AND CONCLUSIONS WERE TREATED IN EXTENSIVE DETAIL. TESTS USED IN THE EVALUATION ACCOMPANY THE TEXT.