In this program report, students from Workshop Way (WW) classrooms were compared with students who were not in the program to discover if WW students were progressing faster in academic and social development. The WW program operated in disadvantaged areas; it combined a special organizational plan of the social and physical features of a classroom with a homework plan, personality-phonics activities, parental involvement, and flexible scheduling. The research design included three experimental WW classrooms and two control classrooms for grades 1 and 2; the five classrooms were all in ESEA Title I schools. Although all classrooms were in disadvantaged neighborhoods, one classooom was integrated--black, white, and Mexican-American. Objectives of the program were: (1) to discover a difference, if any, in the rate of mental, academic, and personal-social development on WW students and the control students; (2) to determine if WW students continue to progress at a different rate; and (3) to determine if there is any tansfer of skills learned through in the program to other skills in the future. The subjects were given standardized pretests and posttests in mental ability, achievement, and personal-social growth. In addition, observations of paired students were arranged. WW students were found to have progressed significantly better in mental and academic development; skills learned in the workshop were transferred. (Author/JW)