The District of Columbia's Student Progress Plan (SPP) was designed as the delivery system for the Competency-Based Curriculum (CBC), and regulates student promotions based on skill attainment and mastery of the instructional objectives. An evaluation of SPP was conducted in the second semester of school year 1985-86, and its findings are presented in this report. After an introduction and discussion of the scope of the report and data collection procedures, findings are presented on these topics: attainment of SPP objectives; impact of SPP on student promotion; student promotions in summer school; instructional processes under the competency-based curriculum; and strengths and weaknesses of SPP. A final section presents conclusions and recommendations. It is concluded that SPP is an effective delivery system for CBC. It continuously monitors and identifies deficient students and areas of weakness, and is very efficient in determining where remedial resources are needed. However, few remedial resources are utilized and there still remains the possibility of undeserved or "social" promotions. Two program changes are recommended: (1) mandative authority should be placed with SPP for remediation; and (2) the promotion process for the grade 6 students should be reviewed for the purpose of requiring additional documentation of skill mastery in reading and mathematics. Two appendices include forms used in evaluating reading and mathematics achievement and statistical tables. (KH)