A project developed and tested articulation and instructional models for an electronics program in secondary schools. Two nontraditional methods of instruction were used: (1) computer-assisted video and (2) video, laboratory, and recitation. Electronic theory was taught at the student's home high school; laboratory exercises were completed at centralized locations during the evening. Students earned Linn-Benton Community College (LBCC) credit for successfully completing all required activities. The outstanding accomplishment was the development and use of a process for articulation between LBCC and local high schools. The process resulted in a mutual risk/benefit model for articulation between high schools and a community college. Evaluation data collected from students, parents, instructors, and administrators indicated students progressed at varying rates; homework, instructors, and lab activities were the most helpful to students, videotapes and textbooks the least; students perceived reading materials as somewhat difficult to understand; most students indicated willingness to continue in the program; and instructors and administrators supported the project. (Appendixes, which comprise the major portion of this report, include the mutual risk/benefit model; student, instructor, and administrator critiques; parent survey; evaluation schedules and forms; and project-developed supplemental curriculum material--glossary, refresher workbooks on fractions, scientific notation, equation, and two-variable equations.) (YLB)