This study compares the performance of pupils in the individualized early childhood program at the University of California at Los Angeles Elementary School with that of kindergarten pupils in the more conventional program of the Los Angeles City Schools. Programs of both institutions are analyzed and relationships between school program and student performance are noted. To assess pupil performance, three tests based on precise educational objectives from three curricular areas (self-related skills, reading readiness, and social skills) were administered to a total of 69 5-year-olds. To compare the programs of both institutions, a set of observational categories guided description of activities for 21 classrooms. Statistical evidence indicates that performance of pupils in the University School program was significantly (.01) higher for all three curricular areas. An analysis of the classroom observations reveals a number of areas of gross difference between the two programs which appear to be related to differences found in pupil performance. The text of this document provides the study format and four extensive appendixes provide instruments designed to expedite further research into the cause and effect relationships which exist in educational programs. (Author/WY)