The McKinley Project represents a systems approach to reorganizing instruction. The reorganization was based on three conclusions drawn from a comprehensive investigation of research and practices by the Commission on Public Personnel Policies in Ohio. The conclusions were that (1) variance within a grade level on many learning variables is greater than between grade levels, hence, nongradedness; (2) self-contained classrooms are least effective among alternatives, hence, teaming; and (3) grade retention seldom benefits the child, hence, nonretention. Teacher competencies, new relationships with colleges and universities, systematic inservice training, instruction aids and media, behavior based instruction, parent involvement, peer teaching, and criterion-referenced evaluation constituted the instructional design. Reality testing was achieved by conducting the experiments in a blue-collar community, in an old "box" building, and within normal budget limitations. (Author)