The specific focus of this document is on the evolutionary development of the Neighborhood Educational Center Project supported under Title III, 1965 Elementary Secondary Act, which was marked by continual evaluation and appropriate modification. Application of the concepts of individualized instruction was one of the basic means by which the Neighborhood Educational Center (NEC) Project was to achieve its goals. Developmental activities required for the implementation of an instructional system so oriented included the production of three essential types of components: behaviorally stated objectives, prescriptive packages, and assessment instruments. Student performance data on the NEC objectives are summarized and disseminated in two ways: individual profiles and cluster profiles. These are the bases for information relevant to the implementation, evaluation, and modification of the NEC process. Major emphasis regarding organization for instruction has been placed upon the implementation of the cluster concept as the basic instructional unit in the NEC project. The cluster is intended to provide flexibility, which in turn supports individualization of instruction. A cooperative and supportive relationship exists among the NEC teachers and administrative staff. An important outcome of the NEC project is the verbalized willingness of teachers and administrators to be accountable for student success on the NEC instructional objectives, something quite different from accountability for a standardized test score. (JM)