HIGH RECIDIVISM RATES AND STAGNANT INSTITUTIONAL POLICIES AND PRACTICES PROMPTED A GROUP OF PROFESSIONALS TO MAKE CHANGES IN THE SCHOOL'S PROCEDURE, WHICH THEY HOPED WOULD LEAD TO A LOWER RECIDIVISM RATE, MORE EFFICIENT STAFF FUNCTIONING, AND HIGHER MORALE. THE SCHOOL HAD ABOUT 34 TEACHERS FOR 270 STUDENTS; EACH BOY WAS ASSIGNED A SOCIAL WORKER AND RECEIVED PSYCHOLOGICAL AND PSYCHIATRIC ATTENTION. THE CHANGES INCLUDED HAVING ONE DIRECTOR AND TWO SUPERVISORS; ACCEPTING BOYS FROM A SPECIFIC GEOGRAPHIC AREA OF THE CITY ONLY; CONDUCTING PSYCHOSOCIAL EVALUATIONS OF EACH BOY, HIS FAMILY AND NEIGHBORHOOD; ESTABLISHING A VISITING POLICY; USING INTENSIVE QUARTERLY REVIEWS OF EACH BOY; IMPROVING COMMUNICATION; AND ACCEPTING ONLY STAFF WHO WOULD MAKE A 2-YEAR COMMITMENT. MORE BLACKS AND HISPANICS WERE ADMITTED TO THE SCHOOL; A TEEN CLUB WAS ESTABLISHED IN A MANHATTAN APARTMENT; PARENT COUNSELING AND FAMILY THERAPY WAS PRACTICED AND AN ADVANCED PLACEMENT PROGRAM WAS DEVELOPED. THE PROGRAM DECLINED DUE TO THE POOR NATIONAL AND LOCAL ECONOMIC SITUATION, AND THE DEPARTURE OF THE PROJECT'S INNOVATOR. PROBLEMS WERE EXPERIENCED WITH CLASS AND RACE CONFLICTS, POOR WORKING RELATIONS WITH THE SCHOOL AND THE LACK OF MEANINGFUL EDUCATIONAL EXPERIENCES FOR THE BOYS. THE STAFF SUFFERED EMOTIONAL STRESS, BLAMED THE ADMINISTRATION, UNDERWENT FREQUENT TURNOVER, AND WAS POORLY COMPENSATED. LACK OF COMMUNICATION BETWEEN ADMINISTRATION AND STAFF WAS THE CENTRAL FLAW. THREE REFERENCES ARE INCLUDED.