The Portable Assisted Study Sequence (P.A.S.S.) Program, a pilot high school program designed to support California migrant student graduation through the use of competency based credits and portable learning packets, more than met its goals and objectives in 1978-79. Evaluation was by questionnaire, to which 16% of the surveyed P.A.S.S. students and parents, contact persons, administrators, and Migrant Regional Directors responded. As of June, 1979, 803 students had been served by P.A.S.S.; 60 P.A.S.S. students, earning a mean of 8.38 P.A.S.S. credits, had completed graduation requirements. The most utilized courses included general math, American government, U.S. history, reading, and English. Content and procedures of all Learning Activity Packets had been revised and their translation into a Spanish/English format had begun. Two new courses, instead of the projected ten, had been added. Existing office procedures had been revised. Respondents' attitudes towards P.A.S.S. were very positive and indicated no major program inadequacies. Recommendations included that because program expansion appears necessary and inevitable, P.A.S.S. should formulate new goals and objectives which allow both for expansion and the improvement of procedural and instructional quality; the curriculum should be expanded; and Migrant III (former migrant) students should be eligible for P.A.S.S. Questionnaires and site visitation forms are included. (SB)