Three discrete programs were evaluated by comparing students' pretest-posttest results, and by surveying teachers, principals, and parents for their perceptions of the programs and recommendations for improvement. Over 500 students, referred to student relations specialists because of personal or social problems, showed statistically significant gains on the Piers Harris Children's Self Concept Scale after four to seven months of counseling. Teachers and principals were satisfied with the promptness of treatment; 80% rated the programs as extremely or somewhat helpful. Only 27% of the parents returned their survey; many who responded were unfamiliar with the program. Over 500 low achieving students referred to diagnostic prescriptive specialists were tested, before and after remedial instruction, on the Peabody Individual Achievement Test, Woodcock Reading Mastery Test, and the Keymath Diagnostic Arithmetic Test. Grade equivalent changes after one to eight months were positive, but not always statistically significant or applicable to all grades. Teachers and principals were very satisfied with the program. Teachers completed a cultural awareness scale before a workshop and two months later, after teaching a corresponding unit. Their attitude change was not statistically significant, suggesting that the workshop attracted teachers who were culturally aware upon entering. (Questionnaires are appended). (CP)