A study was conducted at Cerritos College (California) to determine the effects on classroom learning of instructional innovations developed as a consequence of released time grants, and to determine if released time grants for program development in the college's Social Sciences Division should be continued in light of a 50% decline in grant applications. Analyses of performance and retention rates for multimedia and individualized courses developed under the grant program and traditional sections of the courses were inconclusive. A survey of division faculty revealed that, although a great majority felt the grants were a sound investment, two-thirds had never applied for a grant due to perceived administrative encumbrances or unwillingness to be held responsible for results. Only 40% indicated they would consider applying if more assistance were given by the division chairman. A survey of eight other division chairmen found that six chairmen felt their divisions were still actively participating in the grant program, but five reported the same applicants constantly re-applying. Half claimed considerable counseling of applicants. On the basis of the findings, recommendations are made for improvements in grant program policies and procedures. (BB)