A study was conducted to: (1) assess the equivalence of the Nowicki Strickland Locus of Control Scale for Children, the Stephens-Delys Reinforcement Contingency Interview, and the Gruen-Korte-Stephens test and the construct validity of each; and (2) investigate the impact on IE of the open classroom Follow Through program sponsored by the Education Development Center (EDC) and the Engelmann Becker-sponsored behavior modification Follow Through program. Total N was 575 second graders. The SDRCI was administered first, individually, and the NSLCSC and GKS were group-administered to the entire class. The Text Anxiety Scale for Children and Wide Range Achievement Test were administered to provide construct validity data. IE tests were correlated with one another and with TASC and WRAT scores. Three series of ANOVs were conducted to analyze differences in scores on each IE test among groups. Intercorrelations among tests were very low. This, and the differences in group means, suggest that the IE tests reflect different variables. NSLCSC items seem to reflect expectancy of competence. Response choice on such tests as the GKS may reflect reinforcement history--the extent to which the child has been taught to verbalize responsibility-taking attitudes. But differences are clear and significant enough to assure that the varying educational experiences have systematic effects on IE variables. (KM)