The focus of this study was to determine which type of curriculum--child adaptive or book oriented--would be most successful in raising the scores of low-income inner-city black children on the language arts sections of standardized achievement tests. Eight teachers, four using a book-oriented curriculum and four the other, were selected from a list of fifth and sixth grade "Superior" teachers in the inner-city district of East St. Louis, Illinois. From these teachers' rooms, 10 children per room were randomly chosen. Their total May 1967 Language and Reading scores on the "California Achievement Tests, Form X" were used as pretests; their scores of the May 1968 testing of the same test form were used for post-tests. Two assessments, one for Reading and one for Language, were made by the use of Analysis of Variance, Randomized Groups, K = 2. The growth each child made in the experimental year, not the scores on the test, were used in the statistical analysis. The results showed that there was no significant difference in the test results of either group; the hypothesis that the child-adaptive curriculum would produce higher scores was rejected. (Author/LK)