Continuous progress education (CP) provides for the individualization of all significant aspects of learning, including materials, content, objectives, methods, pacing, and student-teacher relationships. It is based on the proposition that no general prescriptions are equally appropriate for all students. A brief description of Hood River Valley (Oregon) High School shows how one CP program is set up. Any school establishing a CP program must consider four principal components: (1) program scope and sequence, concerning curricular goals and course arrangement; (2) selection of instructional materials; (3) the management system, governing recordkeeping, materials quality, individual student plans and conferences, the learning environment, physical arrangements, and use of aides; and (4) the teacher-adviser system. Examples of five more CP programs, using different program structures and covering different subject areas, come from Andrews (Texas) High School, Howard County (Maryland) School System, Bishop Carroll High School in Calgary (Alberta, Canada), P. K. Yonge Laboratory School in Gainesville (Florida), and Chalmette (Louisiana) High School. CP programs offer 10 educational benefits, including student accountability, flexible scheduling, increased school holding power, curriculum enrichment, and avoidance of ability grouping's negative effects. (Author/RW)