Two hundred first grade children participated in an experimental program involving innovative curricula and instructional techniques. A pretest-posttest method of instruction, employing sequenced and structured learning activities, enabled each child to progress at an individual rate and was supplemented by a readiness program. Evaluation of the project was undertaken to determine the effect of generous expenditures, used to modify basic conditions (class size, for example), on achievement levels. Ability and achievement tests were administered to both the experimental and comparison groups throughout the year. Analysis revealed that although the average mental age was 6 months lower for the experimental group, it essentially matched the comparison group on achievement at the end of the school year. If mental age is used as a covariate, the experimental group exceeded the comparison group on 8 of the 10 achievement variables. The effect of other variables, including readiness, sex, father's occupation, integration, grouping, Head Start, and variable interactions on achievement are also reported. The validity of the Metropolitan Readiness Test is discussed in detail and implications of the study are pointed out. Instructional materials used in the project are listed in the appendix. (PR)