The general emphasis of Project LONGSTEP (the Longitudinal Study of Educational Practices) was on the identification of changes in student achievement that occur as a result of intensive educational innovation. Methods used to identify and document innovations and to assess student achievement are highlighted and include selection of schools and students, sample description, and data collection instruments and schedule. The present report did not attempt an exhaustive analysis of all the data collected during the three implementation years of the study. Rather, the analysis focused on the extent to which intensive innovation was associated with substantial differences in student outcomes. The Project LONGSTEP findings should not be viewed as a sweeping criticism of the concepts of innovation or individualization. However, they should serve as a reminder to educators--as well as to parents and legislators--that educational innovation per se will not necessarily produce dramatic effects on student achievement. Educational quality is not synonymous with innovation or individualization. Individualization of instruction may represent a valuable approach for the improvement of American education, but the findings here suggest that individualization as a program strategy should not be viewed as the final or complete answer. "Data Collection Instruments and Guidelines" developed for Project LONGSTEP referenced in Vol. I, Chapter II, Section C, will be accessioned TM 005 987 in RIEMAY77. (RC)