before going to work. After this initial shuffling, they went directly to work. If a student was not renting a private study office, he was assigned a seat.

The procedures for progress through programs became explicit shortly after the project began, and few deviations were allowed. Before a student began any program, he was allowed to take a pre-test for the entire program. If he scored 90 percent or better, he could take the program pre-test for the next program in the subject matter series. If he scored less than 90 percent, he was required to begin the program at the point the pre-test showed to be optimum.

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Once the student began work on a program, he worked through it

unit by unit. However, pre- and post-tests were also given for each unit of each program; a student could waive any unit for which he demonstrated a 90 percent competency. Most of the programs employed had "test frames" (frames for which no written confirming answer was provided) with which the staff could check the student's accuracy and manner of working on the program. The student kept answers for program frames on a separate answer pad that he turned in to the staff when he had finished a unit of a program. At any time while working on a program, the student could solicit help.

When a student completed work on a unit of a program, he turned in the answer sheets to one of the staff checkers who then checked the answer sheets in the student's presence. He pointed out the student's problems and helped find the correct answers. He then assigned points for 90 percent or better correctness. If the student did not receive a

grade of 90 percent or better, he was required to repeat the unit or do supplementary work and demonstrate acceptable comprehension of the subject matter. The point value paid for completed work on units was equal to the amount of time and work required.

After completing work on a unit, the student was given a final unit exam. The student took the test either with paper and pencil or with a specially designed semi-automated testing system. If he scored 90 percent or better, he was credited with points for exam completion. (Payment for the unit exam was much greater than payment for completion of work on the unit.) He was then assigned to the next unit of the program.

If the student did not complete the exam successfully, he had to do additional work, such as redoing or reviewing the unit, redoing the unit test frames, completing other supplementary study materials on the subject, or simply reviewing the test with the staff member and demonstrating 90 percent competency in the review. Points for review completion were given on a scale consistent with the review's difficulty and the time the review consumed. A second form of the test was administered following successful completion of the additional work. Although one review session usually sufficed, the procedures provided for additional

sessions.

When the student had successfully completed all units and all tests of any program, he was routinely assigned to the next logical program in that subject-matter series. These progressing assignments were determined by program availability and were guided by both pre-test measures and the stated objectives included with each program. Although no firm

attempt to coordinate a curriculum for the project was made, a linear progression through program types was employed (see Appendix 2).

Standard classroom activities were also planned as part of CASE's educational phase. These classes were designed to supplement the programmed instruction courses and cover subjects the staff felt were relevant to the students' development which were not available in programmed form.

Each of the classes had some academic prerequisite for registration. In addition, all students who wished to take these courses were required to pay a registration fee of 25 or 50 points, a procedure comparable to paying tuition. However, students received points for class attendance and for achieving certain grades on course exams and final exams.

The following five classes were given during the project:

"Maps and Globes "--A course which taught the reading of world, hemispherical, and local maps; the translation of two

dimensional mapping procedures to the three-dimensional globe; and cultural and historical geography. This class met parttime for 6 weeks.

"Space Geometry"--A course whose objectives were to define rational number systems, to show the relationship between twoand three-dimensional numbers, and to describe the basis for solid geometrical objects in space. This class met part-time

for 5 weeks.