The Small House program at Slauson Junior High School, Ann Arbor, Michigan, during the 1971-72 school year was evaluated. Two purposes of the evaluation study were to assess developments in the Small House program and to develop a prototype or model for evaluating innovative educational programs that delineates the evaluation, design, and analytic techniques. Small House was a pilot program that students could elect as an alternative to traditional education. It was designed to humanely alter the administrative and psychological environment of public junior high schools through flexible modular scheduling and team teaching. This study evaluated goals that Small House teachers set for themselves: normal student achievement in reading and mathematics, positive student attitudes toward school, and humane behavior in both students and teachers. A control group consisted of traditional mathematics classes at the junior high school. The California Reading Test, California Arithmetic Test, School Sentiment Index, and an attitude questionnaire were administered and student and teacher behaviors were observed. Evidence suggested that the program goals were achieved. However, variables such as administrative support, selection bias, team-cluster structure, and program newness confounded the evidence. Development of an evaluation model for innovative educational programs was not met due to methodological flaws and limitations in the study. However, a skeletal model was suggested that contains instructional, institutional, and behavioral dimensions. (ND)