THE RESPONSES OF 741 NINTH-GRADE STUDENTS TO THE INDEPENDENT STUDY PROGRAM (ISP) WERE RECORDED FROM HOMEROOM DISCUSSIONS AND THE INDEPENDENT STUDY QUESTIONNAIRE (ISQ). THE ISP PROVIDED TIME BLOCKS, SPECIAL FACILITIES, AND MINIMAL RULES AND REGULATIONS FOR A HIGH SCHOOL STUDENT'S DAY. BASIC CONTENT COURSES (DEPARTMENTAL CENTERS) AND SKILL IMPROVEMENT AREAS (INDEPENDENT STUDY CENTERS) WERE ORGANIZED WITH STRUCTURED AND UNSTRUCTURED LEARNING EXPERIENCES, USING TEACHERS, AIDES, AND STUDENT LEADERS. THE PRINCIPAL SELECTED AND TRAINED A STUDENT DISCUSSION LEADER FOR EACH HOMEROOM. A STUDENT RECORDED SUMMARIZED STUDENT RESPONSES TO EACH DISCUSSION QUESTION AND SUBMITTED A RESUME TO THE PRINCIPAL. THE SUMMARY COMPILED FROM THE RESUMES LISTED (1) THE DISCUSSION QUESTIONS, (2) A CONSENSUS OF STUDENT RESPONSES, AND (3) A SAMPLE OF THE MOST INTERESTING RESPONSES. RESPONSES WERE TABULATED BY (1) FAILURE NOTICES, (2) PERIODS SPENT IN DEPARTMENT CENTERS AND ISP CENTERS, (3) MATERIALS AND EQUIPMENT USED, (4) TYPE OF ISP, AND (5) WEEKLY ATTENDANCE IN EACH CENTER. RECOMMENDATIONS INCLUDED (1) GREATER USE OF THE ISP FOR BASIC COURSE CONTENT, (2) MORE MATERIALS AND EQUIPMENT FOR ISP CENTERS, (3) MORE SPACE FOR ISP CENTERS, AND (4) THE ADDITION OF A FULL-TIME ISP PROGRAM COORDINATOR. THE APPENDIX INCLUDED (1) FORM LETTERS TO STUDENTS AND PARENTS EXPLAINING THE ISP AND SCHEDULING PROCEDURES, (2) STUDENT AND TEACHER ISP GUIDES, (3) TEACHER REPORTING FORMS FOR ISP AND (4) THE ISQ. (JB)