Based upon this assumption, many delinquency prevention programs include techniques for elevating the self-esteem of juveniles. This paper reports an evaluation of such a program through a One-Group Pretest-Posttest design. Significant changes in self-concept (as measured by the Tennessee Self-Concept Scale) and in the cognitive domain (as measured by the Stanford Diagnostic Reading Test) were observed at two of five sites evaluated. In addition, problems encountered in the evaluations are reviewed and several issues to which evaluations of juvenile correctional programs should be sensitive are derived from these experiences. (Author abstract)