An external evaluation reporting on the Title III, Elementary and Secondary Act, Open Concept School Program for Indian Education, focuses on cognitive and psychomotor development of experimental students, perceptions of the program (staff members, parents, and non-experimental teachers), and program accomplishment of other objectives, primarily process and procedural aims. Comparative data gathered over a 1 year period are presented in tabular form with accompanying narrative. Data are derived from teacher and on-site observations, parent and staff questionnaires, staff interviews, a junior high school followup study, standardized academic achievement tests, affective domain results, and a diffusion study. In terms of program objectives, data reveals that: the staff has developed alternate staffing patterns and flexible student management practices, introduced early childhood education for preschoolers, provided individualized laboratory instruction, established learning centers in major subject areas, and increased parental understanding of educational objectives. Students have not improved their knowledge, comprehension, and application in language arts by an 0.75 grade level equivalent, but have accomplished these goals in mathematics. Generally the open concept program has been successful in meeting its objectives; its major weakness involves the language arts and reading components, and staff communication. (JC)