Under Project Concern minority group children in Hartford, Conn., were bused to 33 elementary schools in five suburban school systems. The goals were to change the de facto desegregation of the inner city schools, to design an effective, supportive educational intervention program to arrest and remediate school failure, and to evaluate the effectiveness of the experiment. The project design involved four groups--(1) bused students receiving supportive services in the suburban schools, (2) bused students receiving no support, (3) nonbused students receiving support- in their inner city schools, and (4) nonbused students receiving no support. There were gaps in the data collection process which seriously limited the interpretation of the findings. However, the bused students showed regular attendance, persistence in school placement, and participation in extracurricular activities. The suburban teachers found them responsive to high academic expectations and able to adjust quickly. No increased anxiety or higher incidence of emotional or behavior problems or of school failure was found among the experimental pupils. The project "seems to work," and there will be further evaluation to quantitatively assess the findings. (NH)