A project evaluated a delivery system instituted during the 1978-79 school year at a New Berlin, Pennsylvania, area vocational-technical school. Replacing the three-year, two-week-about (alternate two-week periods) system previously in use, this twelfth-year program permitted students to enroll in a one-year, full-time program of instruction. Primary evaluation concerns were comparisons of changed attitudes, social adjustment, and skills and trade knowledge between participants and vocational students. Secondary evaluation concerns were attendance, withdrawals, employer satisfaction, placement, enrollment, teacher attitudes, benefits to handicapped, home school costs, scheduling, and staff opinion. Standardized tests, personal interviews, questionnaires, and examination of various unobtrusive indicators provided data. Results of the study indicated no significant differences between twelfth-year students and other vocational students in skills and trade knowledge, attitudes and social adjustment, attendance, and employer satisfaction. Home school personnel viewed the program positively. The program had a high rate of early drops and no-shows; the number of drops during the school year had not increased. Enrollment to capacity or near capacity was critical to the program's success. (YLB)