The original evaluation of the effect of Emergency School Assistance Programs (ESAP) in the second year, indicated that black male tenth graders in schools receiving the emergency aid did significantly better on a test of academic performance than did similar students in non-funded comparison schools. No program effects were reported for other groups of students. The analysis reported here accounts for the programs effect on black males. The orientation of this investigation is exploratory and not confirmatory in nature, and this is reflected in all stages of the work. The aim is to search for clues, not clear-cut certainties, about the existence and causes of program success. Basically five issues are addressed as follows: (1) did ESAP alter the racial climate of the funded schools; (2) are there relationships between student educational performance and non-cognitive variables that are dependent on his race and sex; (3) what did ESAP buy; (4) can teacher and student non-cognitive variables be related to particular educational programs; and, (5) can educational achievement levels be linked to non-cognitive variables and these in turn to educational programs. It is suggested that ESAP changes the attitudes and behaviors of white males and black females in a positive direction. (Author/AM)