This paper outlines the design of two Comparative Studies of Phase IV of the Individually Guided Education (IGE) Evaluation Project. More than 2,000 elementary schools in 25 states use the IGE system. The Evaluation Project was designed to gain a comprehensive view of the system's operation and effectiveness. Phase IV investigated pupil outcomes, instructional time, and means of instruction. It focused on two IGE curriculum programs designed for compatibility with instructional programming for the individual student: (1) the Wisconsin Design for Reading Skills Development (WDRSD); and (2) Developing Mathematical Processes (DMP). Second and fifth grade students and their teachers in three types of schools were studied: (1) IGE schools using DMP or WDRSD; (2) Non-IGE schools using DMP or WDRSD; and (3) IGE schools using neither program. Data were collected during the 1978-79 school year from achievement monitoring and domain referenced tests, teacher logs, classroom observations, and questionnaires which served as the basis for structured interviews with school staff. Pupil attainment of specified program objectives was contrasted in IGE schools using different programs and in IGE and non-IGE schools using WDRSD or DMP. Regression analyses were performed using the residual gain score as the dependant variable and instructional time, means of instruction, and school variables as the independent variables. (BS)