Experimental schemes of concentrated studies have been in progress for some years at a number of upper secondary schools in Sweden. Concentrated studies involve concentrating the number of periods devoted during an upper secondary school course to the teaching of one subject within a shorter period of time than is laid down by the regular time schedule. For example, a subject which is normally alloted 2 hours per week for 6 weeks can be taught 3 hours per week for 4 weeks. Evaluation efforts have considered the implications of the concept of concentrated studies. This working approach is discussed as a time-tabling reform, viewed in terms of educational administration, and also, from the student's point of view, as a learning situation (particularly with reference to mathematics achievement). Consideration is also given to the feasibility of evaluating such an extensive education program as concentrated studies. This final report does not contain any comprehensive evaluation of concentrated studies. On the other hand, it is observed that the experiments investigated cannot provide a basis on which to assess the value of the ideas underlying the concentration principle. The value of the idea of concentrated studies, then, is a question which still remains to be answered. (JN)