Belize's Relevant Education for Agriculture and Production (REAP) national primary school program is described in data from seven annual formative evaluations (1979-1985). The 1984-85 program/school evaluation included 54 rural REAP schools and utilized a 43-item questionnaire containing eight quality sub-variables. The quality of REAP schools varied greatly and showed generally successful but incomplete implementation. Academic achievement of all rural Standard VI (eighth grade) students on the 1984-85 Belize National Selection Examinations (BNSEs) was analyzed. Over seven years, no significant differences were found between REAP and non-REAP students on 15 BNSEs; REAP students scored significantly higher on 10 other BNSEs and never scored significantly lower on any of the 25 tests. REAP students produced substantial amounts of agricultural products in seven years. Participation in REAP did not lower BNSE scores below those of non-REAP students and probably taught useful rural-oriented knowledge and skills. REAP was compared to four development models and two educational models illustrating REAP's eclectic and pragmatic, rather than dogmatic orientation. Maintaining academic achievement and learning practically-oriented knowledge and skills were not incompatible in Belize's new national approach to primary school education. Seventy-five tables are contained in the report. Appendices include the REAP format of statements for program evaluation, the 1984-1985 REAP program/school questionnaire, and an outline of the REAP learning activity pack. (Author/LR)