This book presents the evaluation of a Primary Education Project (PEP) which focused on the development and evaluation of a model of individualized education for young children. The socioeconomic background of the participating students (primarily economically disadvantaged children attending an inner-city school) is described. The PEP 1969-1970 program included prekindergarten, kindergarten, and first grade classes. The curriculum for each grade level, described briefly, indicates four main areas: mathematics, classification, perceptual-motor skills, and reading. The PEP testing program, designed to assess and monitor student learning progress, includes a placement and diagnostic pre- and posttest battery. Data concerning student learning outcomes are presented. In addition, comparisons are made among various PEP groups and between PEP and non-PEP classes. Also examined are the relationship between achievement and some possible predictors of learning success and the relationship between performance on the PEP curricula and on standardized tests. The results suggest that children in the program, on the average, are mastering the curriculum objectives developed for them. (SDH)