THE BASIC PURPOSES OF THIS STUDY WERE--(1) TO ASCERTAIN WHETHER OR NOT SCHOOL DISTRICT REORGANIZATION IS WORTHWHILE IN TERMS OF TIME, EFFORT, AND EXPENDITURE OF FUNDS, AND (2) TO DETERMINE THE EFFECTS OF SUCH SCHOOL DISTRICT REORGANIZATIONS ON THE EDUCATIONAL OUTCOMES OF THE SCHOOL. THE SAMPLING CONSISTED OF 10 WISCONSIN COMMUNITIES--5 WITH REORGANIZED AND 5 WITH NONREORGANIZED SCHOOL DISTRICTS. THE COMMUNITIES IN THE TWO GROUPS WERE MATCHED ON THE BASES OF SUCH FACTORS AS WEALTH, POPULATION, TOPOGRAPHY, TYPE OF FARMING, PROPINQUITY TO URBAN AREAS, SIZE, AND DENSITY OF POPULATION. ALL FIRST-GRADE CHILDREN (CIRCA 700) IN THESE COMMUNITIES WERE STUDIED. LONGITUDINAL STUDIES OF THESE CHILDREN WILL EXTEND WELL PAST THE TERMINATION DATE OF THIS PROJECT--THEY WILL BE RESTUDIED INTENSIVELY AT GRADES 6, 9, AND 12 AND ALSO 5 YEARS AFTER THEIR GRADUATION FROM HIGH SCHOOL. A WIDE RANGE OF DATA WERE COLLECTED ON THE TEACHERS, STUDENTS, ADMINISTRATORS, AND COMMUNITY CHARACTERISTICS OF THE 10 DISTRICTS. ON 13 SEPARATE TEACHING AIDS AND SUPPLEMENTARY MATERIAL AND ACHIEVEMENT TEST SCORES THE ADVANTAGE FAVORED REORGANIZED SCHOOLS. EXPENDITURES AND SOCIOECONOMIC CONTACTS RELATED NO SIGNIFICANT CHANGES. FURTHER RESEARCH IS RECOMMENDED. (GC)