An educational voucher demonstration program begun in 1972 developed into an experiment in alternative education within a public school framework and served as a springboard for a study of the nature and effectiveness of alternative programs generally. By the time the data gathering was completed in 1977, four middle- to large-sized school districts had been studied and compared: Minneapolis (Minnesota), Cincinnati (Ohio), Eugene (Oregon), and the Alum Rock district of San Jose (California). The results were published in six volumes which this seventh volume summarizes along with a discussion of policy implications. The issues addressed in the six reports were (1) the effect of district policies on implementation of alternatives, (2) how school principals influence the success of alternatives, (3) how alternative programs affect teachers, (4) how families choose among educational alternatives, (5) whether alternatives achieve diversity in the classroom, and (6) how alternatives affect student outcomes. In concluding remarks the study team discusses the advisability of thoroughly evaluating district needs, anticipating difficulties, and adopting procedural formality at the local level when alternatives are implemented. They suggest further that the federal role should consist of financial support for innovation. (Author/PGD)