AN INITIAL ATTEMPT TO EVALUATE PROGRAMED INSTRUCTIONAL MATERIAL IN ALGEBRA CLASSES LED TO FURTHER EXPERIMENTATION WITH A VARIETY OF PROCEDURES. IN 1964-65, NO SIGNIFICANT DIFFERENCES WERE FOUND IN THE PERCENT OF STUDENTS SUCCEEDING IN PROGRAMED AND CONVENTIONAL CLASSES, THOUGH STUDENTS IN PROGRAMED SECTIONS DID NOT SEEM MOTIVATED TO WORK AT THEIR OWN PACE TO COMPLETION OF THE COURSE. IN THE NEXT YEAR, USE OF LARGE CLASSES FOR PROGRAMED INSTRUCTION, WITH NO CHANGE IN AVAILABLE TEACHER TIME, SHOWED NO SIGNIFICANT DIFFERENCES IN THE PERCENT OF SUCCESSES, WITH GREATER MOTIVATION IN THE LARGE GROUPS, AND WITH MORE EFFECTIVE INSTRUCTION WHEN A VARIETY OF INSTRUCTIONAL EXPERIENCES WAS USED. DURING THE NEXT TWO YEARS, WITH LARGE GROUPS FOR PROGRAMED INSTRUCTION, A REDUCTION IN TEACHER TIME, AND AN INCREASE IN CLERICAL ASSISTANCE, (1) NO SIGNIFICANT CHANGES IN ACHIEVEMENT RESULTED, (2) A UNIFORM TESTING, EVALUATION, AND GRADING PROGRAM WAS ESTABLISHED, (3) A COMPLETE ITEM ANALYSIS WAS MADE FOR EACH TEST, AND (4) THE PROGRAM WAS SYSTEMATIZED TO A POINT WHERE INSTRUCTOR TIME COULD BE FURTHER REDUCED AND EVEN LARGER NUMBERS OF STUDENTS COULD BE ACCOMMODATED. (WO)