This document describes two third- and ninth-grade experimental centers which were established to develop language competence and academic motivation in disadvantaged students in Hartford. Evaluation of the ninth-grade "Higher Horizons 100" center is presented. Composed of six staff members, the center provided intensive small-group instruction to approximately 100 students. Instruction was aimed at the problems of the inner-city student and included emphasis on reading, language and speech skills, adjustment problems, and cultural opportunities. Each of these areas was integrated into the total "Higher Horizons 100" program and evaluated by formal and informal assessments. Findings show no significant changes in I.Q. scores during the first year. However, there was significant improvement in reading achievement scores, writing skills, and general achievement test scores, but no significant changes were found in school attitudes or in attendance patterns. The inclusion of cultural activities was a successful innovation. (NH)