A CITIZENS COMMITTEE FROM THE BASSETT UNIFIED SCHOOL DISTRICT FELT THAT A CHILD'S INDIVIDUAL CAPACITIES SHOULD BE DEVELOPED AND HIS SENSE OF INDIVIDUAL RESPONSIBILITY SHOULD BE FOSTERED. SINCE MANY CRITICISMS OF EDUCATION WERE RELATED TO DIFFICULTIES ORGANIZATIONAL IN NATURE, THE COMMITTEE INVESTIGATED SCHOOL ORGANIZATIONS DESIGNED SPECIFICALLY TO MEET INDIVIDUAL DIFFERENCES. THE COMMITTEE ADOPTED THE RATIONALE OF THE CONTINUOUS DEVELOPMENT SCHOOL, WHICH STATES THAT LEARNING IS AN INDIVIDUAL MATTER AND THAT IT SUFFERS WHEN EXTERNAL AGENCIES IMPOSE RESTRICTIONS UPON THE LEARNING PROCESSES. THE PROGRAM ELIMINATES SUCH ARTIFICIAL BARRIERS AS GRADE LEVELS AND TIME SCHEDULES THAT INTERFERE WITH MAXIMUM LEARNING. THIS IS ACCOMPLISHED THROUGH AN INDIVIDUAL APPROACH TO EDUCATION IN WHICH THE MAJOR RESPONSIBILITY FOR LEARNING IS WITH THE STUDENT. THE BASSETT HIGH SCHOOL IS PLANNED TO MEET THESE GOALS. THE CORE OF THE SCHOOL IS THE INSTRUCTIONAL MATERIALS CENTER. IMMEDIATELY ADJACENT TO THIS CENTER ARE THE STUDY UNITS, EACH UNIT CONTAINS STUDIO OFFICES AND A LARGE AREA MADE UP OF INDIVIDUAL STUDY STATIONS CALLED CARRELS. ASSIGNMENT TO EACH UNIT IS ON THE BASIS OF ONE PROFESSIONAL TEACHER AND ONE TEACHER AIDE FOR EVERY 60 STUDENTS. EACH CHILD PARTICIPATES IN A TESTING PROGRAM AND DEVELOPS CERTAIN SEMESTER OR YEAR OBJECTIVES. HE IS PROVIDED WITH A PROBLEM THAT IS A PREPARED SEQUENCE OF ACTIVITIES TO ASSIST HIM IN REACHING THESE OBJECTIVES. THE HOME BASE OF THE STUDENT IS HIS CARREL. EACH DAY THE STUDENT FILLS OUT A CARD INDICATING HIS PROGRESS IN IN HIS PROGRAM AND WHETHER OR NOT HELP IS NEEDED. THE PROGRAM INVOLVES A SYSTEMS APPROACH TO EDUCATION IN THAT IT ANALYZES THE ESSENTIAL CONCEPTS RELATIVE TO A SPECIFIED EDUCATIONAL GOAL AND THEN PROVIDES THOSE EXPERIENCES WHICH ARE APPROPRIATE TO THE DEVELOPMENT OF THE CONCEPTS.