A PILOT EVALUATION OF THE NEW YORK CITY BOARD OF EDUCATION-FORD FOUNDATION CORRELATED CURRICULUM PROJECT FOR THE 1966-67 SCHOOL YEAR WAS CONDUCTED TO SEEK THE OBJECTIVES OF ACADEMIC UPGRADING, IMPROVEMENTS IN STUDENTS' ADJUSTMENT TO SCHOOL, AND PREPARATION FOR APPROPRIATE VOCATIONAL OPPORTUNITIES. FIVE HIGH SCHOOLS, ONE IN EACH BOROUGH, PARTICIPATED IN THE PROJECT DURING THE 1966-67 SCHOOL YEAR, ENROLLING A TOTAL OF 386 NINTH AND TENTH GRADE STUDENTS FOR THIS SPECIAL CURRICULUM. OF THESE STUDENTS, 280 WERE EXPOSED TO THE PROJECT FOR THE FULL SCHOOL YEAR. THE PROJECT FEATURED CORRELATED INSTRUCTION IN ACADEMIC AND VOCATIONAL AREAS, TEACHING TEAMS, EXTRA GUIDANCE, AND DAILY TEACHER-GUIDANCE CONFERENCES FOR PLANNING AND DISCUSSION PURPOSES. THE MAIN FINDINGS AND RECOMMENDATIONS SHOW THAT (1) THE PROJECT WAS ADMINISTERED AND IMPLEMENTED EFFECTIVELY DURING THE FIRST YEAR OF ITS OPERATION, (2) THE MAJORITY OF THE FACULTY MEMBERS, STAFF MEMBERS, AND STUDENTS ASSOCIATED WITH THE PROJECT WERE FAVORABLY DISPOSED TOWARD THE PROJECT, (3) STUDENT IMPROVEMENTS INCLUDED DECREASED TARDINESS, INCREASED READING COMPETENCE, INCREASED EXTRACURRICULAR PARTICIPATION, IMPROVED ATTITUDES AND ADJUSTMENT, AND RAISED ASPIRATIONAL GOAL LEVELS, (4) STUDENTS FAILED TO SHOW IMPROVEMENT IN COURSE GRADES, ATTENDANCE, TRUANCY, AND WORD KNOWLEDGE, AND (5) TEACHERS REPORTED IMPROVEMENT IN THEIR UNDERSTANDING AND TEACHING OF SLOW LEARNERS. (HW)