This report discusses the results of an evaluation of eleven high school elective, ungraded English courses offered by the Mount Diablo School District in California. The courses were evaluated by classroom teachers and administrators on the basis of modifications of nine of the twelve hypotheses derived from studies by Squire and Applebee regarding the characteristics that should be found in superior English programs. The courses were: the literature of fantasy, black literature, Russian literature, literary classics, Bible as literature, short story, developmental reading, the film, speed reading, humorous literature, and applied English. Appendixes include (1) a description of the ungraded English programs, (2) the evaluation assignment, (3) the nine hypotheses used in evaluating the courses, (4) the procedure for evaluation of the courses, (5) the classroom observation form, and (6) the student responses to the English courses. (DI)