In the second year of a study to compare and evaluate programed and conventional instruction in algebra for the ninth and tenth grades, comparisons of the control and experimental groups in each grade were again based on scores from the Lankton First-Year Algebra Test and the California Study Methods Survey (CSMS). Although there was a statistically significant gain in mean scores for all groups, experimental and control, from pre- to posttesting on the achievement instrument, the statistical data does not support a single definitive statement that one method of teaching is clearly superior to the other. In evaluating the programed method and materials, students noted lack of variety and need for textbook support. Ninth graders were more positive toward the programed course than tenth, a reversal of the first year experience. Teachers felt that the programed course was academically sound, but lacking in the level of difficulty or scope of a conventional course, and that such materials should be available to teachers throughout the country for use with conventional complements. It is recommended that programed materials be used to strengthen advanced curricula and to teach students with a record of absence. Further studies on programed materials in textbook form rather than teaching machine format should be conducted. Appendices of student evaluation responses and teacher logs are included. (TI)