This is an evaluation of developmental guidance services' affective education program. Data was collected on children enrolled in Buerkle School and in a control school (Julia Shannon) in Stuttgart School District No. 22 (AR). Third- and fourth-grade level boys and girls who had been in the program for the full 1975-1976 year provided data for this evaluation. The Barclay Classroom Climate Inventory (BCCI) which collates data from each student, their classmates, and classroom teacher was the primary evaluation instrument. Fifteen variables were considered in the analyses by sex, grade level, and school. Covariance analyses revealed the program school children (Buerkle) had a more positive self-competency, enjoyed a more positive attitude toward school, and received more positive teacher support than the children who attended the control school. In addition to the programmatic main effects, the analyses revealed several developmental patterns by sex and by grade level. Data is presented in a number of graphs and charts. (Author/MS)