STUDENT PERFORMANCE IN A SENIOR HIGH SCHOOL, SEQUENTIAL, CUMULATIVE CURRICULUM IN ENGLISH FOR COLLEGE-BOUND STUDENTS WAS COMPARED WITH THE PERFORMANCE OF SIMILAR STUDENTS TAKING TRADITIONAL COURSES OF INSTRUCTION. THE STATISTICAL STUDY SOUGHT TO DETERMINE WHETHER OR NOT THERE WAS A VALID BASIS FOR FURTHER DEVELOPMENT OF THE NEW CURRICULUM AND WHAT FEATURES OF THE CURRICULUM REQUIRED REFINEMENT OR REVISION. A TOTAL OF 59 STATISTICAL TESTS OF SIGNIFICANCE WERE CONDUCTED TO COMPARE OUTCOMES FOR EXPERIMENTAL AND CONTROL STUDENTS ON VARIABLES RELATED TO THE OBJECTIVES OF THE NEW CURRICULUM. OF THE 59 TESTS, 12 YIELDED SIGNIFICANT RESULTS FAVORING THE NEW CURRICULUM. ONLY ONE OF THE ANALYSES, A STUDY OF A PREFERENCE OBJECTIVE, YIELDED A SIGNIFICANT OUTCOME IN FAVOR OF THE CONTROL CLASSES. IT WAS CONCLUDED THAT THE NEW PROGRAM IS IN MANY WAYS SUPERIOR TO THE PROGRAMS WITH WHICH IT WAS COMPARED. THE WEAKEST COMPONENT OF THE EXPERIMENTAL PROGRAM, JUDGED FROM THE STATISTICAL RESULTS, WAS THE COMPOSITION PROGRAM. NO EVIDENCE WAS FOUND THAT INDICATED THE NEW COURSES CONTRIBUTED MORE TO WRITING SKILLS THAN THE CONTROL COURSE DID. LESSON PLANS FOR THE 10TH, 11TH, AND 12TH GRADES WERE INCLUDED IN THIS SUMMARY REPORT. (GD)