This study reports the results of a year long investigation conducted by the Research and Development Center of Roosevelt University, College of Education. The study was designed as an inquiry into the first year of a school system's attempt to implement a program of continuous progress for inner-city elementary school students in the city of Chicago. The Continuous Progress Program (CPP) employs the concepts of mastery learning in an individualized instructional setting, based on the following concepts: learning is continuous; skills development proceeds in a spiral sequence; instruction is tailored to the individuals' needs; and each child must have opportunities to experience success. The eight chapters examine such topics as teachers' attitudes toward change; teachers' perceptions of CPP; administrators' perceptions of CPP; differences between key informant teachers' perceptions of CPP in five categories; classroom management of CPP; individual instruction at Johnson school; and the conclusions and recommendations of this study. At the time of this evaluation, both classroom observations and teacher and administrator interviews revealed the state of implementation to be quite low. (TS)