This practicum project was designed to increase student ownership of learning through student-kept assignment calendars and portfolios. The subjects, 63 junior high school students at a private Christian school, were also involved in frequent, cooperative sessions in which they checked each other's work and offered suggestions, with reports to the teacher following each such work session. Student-led parent conferences were conducted at the conclusion of the practicum. Evaluation results indicated that at the end of the practicum, 45 of the 62 students who finished the practicum were recording all their assignments on the assignment calendar and keeping all their assignment papers. A total of 44 students were turning in every assignment on time and correcting all papers that were not done well. During this time, eighth graders received three grades each and seventh graders received two grades each, for a total of 159 grades given. Of that number, 79 rose, 45 remained the same, and 36 dropped. There were also a number of unplanned outcomes. Positive relationships developed among many of the students, and almost all students were very effective in conducting the parent conferences, showing parents their grades, explaining them by using materials in their portfolios, and presenting their plans for improvement. (Contains 37 references.) (Author/KDFB)