The federal Experimental Schools (ES) project was not successful in the rural school district of Quilcene, Washington. The ES project was not helped by the pervasive and powerful social split between "public employees" and "locals." Each group had its own world-views, values, symbols, and life styles, and the school provided an arena for their conflict. The schools also served to emphasize and solidify Quilcene's other major social dividers: age-grade and sex. However, school sports activities provided vital school-community coherence. The ES program caused Quilcene residents to feel the pressure of external evaluation and to resent the externally imposed requirements. Still, once the program was in its implementation year, enthusiasm was at a peak. Much-needed plant improvements were made and many new curriculum components (reading improvement, expanded vocational education, career awareness) were implemented. Thereafter, teacher morale remained high but general enthusiasm for the program faded. Administrative conflict continued, resulting in an administrative style change but not a structural change. The sociocultural messages delivered in the school were the same. The cosmetic changes did not really affect education in the district but perhaps less tangible results of the ES program did. (SB)