Studies involving different populations were involved in this four-part evaluation of the impact of non-graded, multi-selective English on high school students. Study A involved students who consistently scored high or low in percentile gain in the four ability groups, to ascertain any pattern of courses selected, sequences of courses attended, the degree of orientation toward achievement and toward acceptance pursued. Study B compared the performances of students in the experimental program with those in a traditional program. Study C involved a departmental design, administered, and evaluated writing exercises. Two types of comparisons were involved: an internal comparison of the same students for each year and a comparison of them as seniors with a control population of seniors. Findings showed the different ability groups for each sex benefited seemingly equally from the experimental program, the relationship of achievement orientation and acceptance orientation of those consistently scoring the low and high percental gain was random, the results of the comparison of scores favored the experimental population, and the nonsequential selection of courses affected the students deleteriously when they first entered English, but they scored significantly better when seniors. (Author/HOD)