Project Information Packages (PIPs), kits containing directions for the replication of exemplary remedial programs, were field tested in a number of school districts. Based on curriculum analysis and site visits PIPs were found to induce projects which were adequate copies of what was packaged; however, what was packaged was not sufficient to implement the same curriculum across sites. Particular emphasis was given to the statistical procedures used in comparing the extent to which the PIPs were implemented in the test sites and in determining gains on the Metropolitan Achievement Tests (MAT). The MAT and the associated norm-referenced analysis were closely examined. The assumption that PIPs, if fully implemented in appropriate school settings, would cause an increase in MAT scores was found to be false. This relationship was also not detectable at all grade levels. Analysis revealed that teacher responsiveness, rather than PIP implementation, was more often associated with gains in test scores. Suggestions for future evaluation methods and the manual of procedures for PIP testing are included. (GDC)