The impact of four school innovations is examined from the students' point of view, the teachers' reactions, and the changes wrought in guidance services and administrative functions. Teacher and student reaction was generally favorable to the individualization brought about by personal timetabling, subject promotion, a credit system, and a more student-centered approach to discipline policy. Most dissatisfaction expressed by teachers, guidance personnel, and administrators stemmed from the increased clerical work and from changes in their respective roles necessitated by the new procedures. Comparison with a similar school retaining a more traditional program revealed no difference in student academic achievement, but greater satisfaction among students of the innovative school with subjects, schedules, and the student-centered approach to discipline. (RA)