As part of Project BICAR (Binford Individualized Curriculum and Analysis Research), the study determined the effects of sequentially based objectives and criterion referenced tests on academic performance of 42 second, fourth, and sixth graders (eight of whom tested 1 to 4 years below grade level). A review of the literature supported the premise that sequentially based objectives and criterion referenced tests, if well sequenced and measurable, would assist the staff in teaching students at their individual academic level. Following administration of criterion referenced tests, Ss progressed through all objectives with continual review of subject matter. From evidence it was concluded that there was some marked change at all levels of learning and that Project BICAR had a definite effect on academic performance. Success of Project BICAR was attributed to strengths which included teachers' awareness of individual differences and continuity in teaching skills. (SBH)