This paper continues previous reports of a controlled multivariate evaluation of a junior high school open-education program. A new method of estimating program objectives and implementation is presented, together with the nature and degree of obtained student outcomes. Open-program students were found to approve more highly of their learning environment and to enjoy higher self-concepts than the traditional program control students, and at no loss in academic achievement. Studies of several student "types" showed the open program to be superior for underachievers, introverts, and extraverts. The criteria for transition of the program from "experimental" to "adopted" are discussed. (Author)