This report evaluates the effectiveness and efficiency of individualized instruction compared to conventional instruction. The report provides information concerning relationships among student ability, school performance, and fleet supervisory ratings for 5,811 graduates of 19 Navy "A" schools and three pre-"A" school basic courses. The graduates received training under one of three different methods of instruction: self-paced, computer-managed, or group-paced. Significant relationships were found between student ability and school performance measures. Higher-ability students completed individualized courses in less time and received higher grades than lower-ability students; however, this relationship did not hold for conventional courses. Neither of these measures was significantly related to fleet supervisory ratings of training adequacy. Recommendations were made for resolution of problems associated with the measurement of training effectiveness. (Author/KC)