The purpose of this study was to examine the academic and social growth of first grade pupils whose teachers received one of the following sources of assistance: (1) information regarding pupil performance on academic and social measures early in the school year, (2) student volunteers who assisted the teacher on a regular basis, and (3) both test information and student volunteers. A sample of 727 first grade students in 30 classrooms participated in the study, conducted by the North York, Ontario, Board of Education. Of these, 111 were identified as likely to experience limited school success. Three treatment groups were established, corresponding to the three categories above, with student volunteers from York University pre-education and educational psychology programs. Participating first grade classes were tested early in the fall, with post-testing conducted late in the spring. Test instruments were: Metropolitan Achievement Test primer reading and numbers subtests and a primary self concept inventory developed by the North York Board of Education. Although results indicated no significant differences between the three treatment groups, there was definite variability between classes within each group. It was concluded that an intervention program produces greater than expected academic and self concept growth, supporting earlier findings from studies of similar programs in North York schools. (BF)