Contained in the final report is evaluation information for the Goldsboro-Wayne County (North Carolina) Elementary and Secondary Education Act Title III Project for 35 moderately, severely, and profoundly retarded children (3-16 years old) during the 1974-75 school year. The project was evaluated through analysis of behavior change data and questionnaire data. Four instruments--the Learning Progress Scale, the Behavior Maturity Checklist, the Trainable Achievement Record, and the Learning Accomplishment Profile--provided the behavior change data. Two questionnaires, the Parent Questionnaire and the Volunteer Questionnaire, were used to obtain data regarding the perceived effectiveness of the program. A chart indicates that only nine objectives were not met out of 82 initial project objectives in the following areas: self help skills, language development, cognitive development, gross motor development, fine motor development, social skills, self image and independence, infant stimulation, parental involvement, and community awareness. It is concluded that the Developmental School project was a success based on test scores, questionnaire results, and the evaluation reports of the Title III Management Reviews and the National Validation Team. (DB)