This report is a follow-up study of the students who participated in a high school grade reorganization plan in the city of New York as a step toward establishment of a four-year comprehensive high school. The evaluation attempts assessment of any long-range effects of this program on disadvantaged high school students in four representative high schools. The study focuses on the effect, if any, that the student transfer program had on academic achievement, drop-out rate, and attitude toward school of these disadvantaged youth. Study data were collected by conferences with principals and administrators, and also by gathering information on the ethnic census of the school, integration efforts, special services, student attendance, lateness, and truancy for two samples--1965 grade 9 entrants and 1966 grade 10 entrants. Questionnaires were administered to guidance counselors and classroom teachers. Recommendations include the need to both intensify and extend existing services, the need for intensive studies of the total range of remedial and compensatory programs, and the accompaniment of organization changes (such as the grade 9 transfer programs) by massive and sustained infusion of other services including remediation, guidance, teacher training, and the like. (RJ)