The present study devised a computerized assignment-by-preference algorithm for a ninth-grade exploratory curriculum. The problem addressed was one of maximally mapping all students into 8 of 12 vocational programs in terms of their preferences for studying each of the programs and the assignment restrictions established by the school. To minimize the errors of misplacement and produce a successful algorithm for the problem faced, it was found that a procedure had to be devised which both individually-referenced and group-referenced students' program preferences into one meaningful statistic. In general terms, this problem was one of combining bipolar data so that every plus-minus combination produced a unique scale point. The values of this latter scale made it possible to determine which students should be assigned to what programs under the criteria specified. Once all students were assigned to programs, this same scaling procedure was used to develop a sequence statistic which allowed programs to be maximally ordered for those students most likely to be affected by this variable. Twelve percent of the student body (N=440) expressed dissatisfaction with the program assignments they received. Interviews, however, revealed that most of these students misunderstood the restrictions governing assignments. (Author)