The third year of a field test of the Individually Prescribed Instruction (IPI) program in two inner-city elementary schools is reported. The results of the Stanford Achievement Tests administered to IPI and Control children in grades two, four, and six showed that IPI students scored higher on one out of three subtests at grade four, on two out of three at grade six, and none out of two at grade two. Results of longitudinal analyses provide no evidence of IPI superiority in mathematics achievement over three years of operation. Cross-sectional analyses provided some evidence of a gradual rise in achievement levels at certain grade levels. Also briefly discussed in the document are financing, staff training program, and school organization. (DT)