Instructional management systems for use in monitoring student achievements in specified skill areas and the use of these data for compensatory education program evaluation are a relatively new phenomenon in the field of education. The replication of an instructional management system is reviewed in three settings: (1) a consortia of four middle-sized urban school districts (2) a desegregated middle-sized urban school district, and (3) a small centralized rural school district. Instructional management systems, as described by the three educational units reviewed here, implies individualization of instruction. The dissemination of the innovations and the impact of the strategies employed in the school districts involved are described. (Author)