The first year of a new program, in which students were expected to take responsibility for their own education, is evaluated in this report. Study was almost entirely independent; students usually worked at their own rate and used the teacher as a resource person. Parental and community involvement was emphasized. Volunteers worked at the school, and classes used facilities at the University of British Columbia. Results from an internal evaluation by the staff, questionnaires, and interviews of students and parents indicated support for the program. Results of the semantic differential administered in September 1971 and June 1972 showed that students had more positive feelings toward school discipline, teachers, teaching, school, learning, attendance, books, themselves, marks and reports in June. All changes were statistically significant, as was the increase in negative feelings about school last year. Results of the standardized testing completed in June 1972 indicated that students had attained average or above achievement in English, mathematics, and reading skills. (For related documents, see TM 002 639-40.) (Author/KM)