Program evaluation from a K-12 perspective is increasing in importance. Unit school teachers expressed a necessity to objectively observe their schools. In 1980, the Board of Directors of the National Study of School Evaluation perceived the need for a K-12 self-study instrument. Consequently, the executive director of the board and a national advisory committee proceeded to develop the materials for the instrument. Suggestions were submitted so that the instrument would address specific demands. Twelve schools tested the instrument from 1981 to 1982. After the program, 70 percent of the participants responded to a questionnaire that would endeavor to determine if a K-12 self-study is more beneficial to the whole unit school and if the curriculum had more continuity as a consequence of a K-12 self-study. The results show that 73 percent of the respondents thought that the K-12 self-study was more beneficial, while 21 percent did not; 55 percent thought the curriculum exhibited more cohesiveness as a consequence of the self-study, while 27 percent thought it did not. A larger scale study is suggested to judge if the benefits to unit schools are long-range plans, short-term adjustments, or only the optimism of the program participants. Included are two tables and four references. (RG)