THE PROGRAM WAS DEVISED TO DEMONSTRATE A WORKABLE PLAN FOR EXTENDED USE OF SCHOOL BUILDINGS, AND TO EMPHASIZE THE ROLE OF THE SCHOOL IN CREATING A WHOLESOME ENVIRONMENT FOR CHILDREN. GOALS INCLUDED--(1) A SCHOOL DAY THAT PROVIDES FOR EDUCATIONAL, EMOTIONAL, AND PHYSICAL DEVELOPMENT OF CHILDREN, (2) EXTENSION OF THE SCHOOL DAY INTO A SPECIAL AFTER-SCHOOL PROGRAM FOR CHILDREN WHO NEED ADDITIONAL INSTRUCTION, (3) EXTENSION OF THE SCHOOL YEAR TO INCLUDE A SUMMER PROGRAM, AND (4) INSTITUTION AND DEVELOPMENT OF CLOSER HOME-SCHOOL-NEIGHBORHOOD RELATIONSHIPS. RECENT INTEREST IN THE EDUCATION OF THE DISADVANTAGED PROMPTED AN ASSESSMENT OF THE PROGRAM. THREE SCHOOLS WERE SELECTED AND EXPERIMENTAL AND CONTROL GROUPS CHOSE. NO SIGNIFICANT DIFFERENCES BETWEEN THE TWO GROUPS WERE FOUND IN READING ACHIEVEMENT, SCHOLASTIC APTITUDE, ACADEMIC ACHIEVEMENT, AND VERBAL FLUENCY. A FOLLOWUP OF PERFORMANCE IN JUNIOR HIGH SCHOOL SHOWED HIGHER GRADES IN HYGIENE AND HIGHER BEHAVIORAL GRADES FOR THE EXPERIMENTAL GROUP. IN THE AREAS OF PERSONAL AND SOCIAL DEVELOPMENT, TEACHERS INDICATED MORE POSITIVE CHANGE IN SOME BEHAVIOR AREAS FOR EXPERIMENTAL CHILDREN, WHO WERE FOUND TO PARTICIPATE MORE FREELY IN GROUP DISCUSSIONS. TEACHERS' ATTITUDES WERE FOUND TO BE POSITIVE TOWARD TEACHING AND TOWARD THE DISADVANTAGED CILD. MEASURING INSTRUMENTS AND DETAILED RESPONSES TO QUESTIONNAIRES ARE INCLUDED IN THE APPENDIXES.