FORMS USED TO EVALUATE THE PROGRESS OF STUDENTS IN ADJUSTMENT, CURRICULUM COMPREHENSION, AND CULTURAL PROGRESS ARE INCLUDED. TEACHERS EVALUATED EACH CHILD IN FEBRUARY AND JUNE OF 1961 IN SUCH AREAS AS SOCIAL ACCEPTABILITY, MATURITY, DEPENDABILITY, LEADERSHIP, ATTENTION, WORK HABITS, CONDUCT, AND MOTIVATION. IN THE CURRICULUM AREAS, TEACHERS RATED STUDENTS AS HAVING MADE GREAT PROGRESS, MODERATE PROGRESS, OR LITTLE PROGRESS FOR THE TIME PERIODS MENTIONED ABOVE. REGULAR CLASSROOM SUBJECTS, SUCH AS LANGUAGE ARTS, MATHEMATICS, SCIENCE, ART AND MUSIC, WERE THE AREAS EVALUATED. CULTURAL EXPERIENCES WERE RECORDED BY THE CHILDREN. THESE INCLUDED CLASS AND FAMILY TRIPS, NEW INTERESTS AND HOBBIES, AND OUTSIDE READINGS. THE TEACHER WAS ALSO ASKED TO EVALUATE THE HIGHER HORIZONS PROGRAMS GENERALLY.