More than half the minority group students who completed the 1988/89 Science and Technology Entry Program (STEP) at Manhattanville College (New York) scored in the 90-95 percentile on tests of critical thinking, suggesting ability to do well in mathematics, science, and other studies. STEP comprises the following goals: (1) enable students to enter and persist in college preparatory courses by teaching essential critical thinking, study, organizational, communication, scientific, and mathematical skills; (2) promote self-esteem and self-confidence; and (3) develop career awareness through exposure to minority role models. Fifty-two predominately black 7th-, 9th-, and 11th-grade students completed the first year summer and academic components of the program. A variety of standardized tests and measures were used to evaluate student progress, including the Preliminary Scholastic Aptitude Test (PSAT), the Rosenberg Self Esteem Scale, and the Ravens Coloured Progressive Matrices. Analysis of student scores indicates that their self-esteem was positive and their performance on standardized tests was acceptable. The discrepancies between scores on tests of critical thinking and scores on standardized tests suggest that the program should increase emphasis on critical thinking skills and align the content of mathematics and science modules more closely with those of the regular school curriculum. This study is intended to become the first part of a 3-year longitudinal evaluation. Statistical data are included on eight tables. A list of 15 references is appended. (FMW)