The problems of concern in this study were: (1) To investigate whether a relationship existed between teachers' perceptions of the attainment of organizational performance objectives and the degree of program openness exhibited by selected elementary schools; (2) to investigate whether a relationship existed between selected demographic variables and teachers' perceptions of program openness and the attainment of organizational performance objectives; and (3) to investigate whether organizational performance objective attainment could be predicted from the demographic variables and degree of program openness. The sample in this study was comprised of teachers representing sixty-four elementary schools. The schools were selected from twelve of the twenty-four school systems in the State of Maryland. Two instruments were utilized in this study.

1. The Dimensions of Schooling instrument (IV). This instrument was a thirty item questionnaire which was designed to measure the degree of openness exhibited by the educational program of a school. The instrument yields a score which describe s the program on a continuum of openness which ranges from one to thirty.
2. The Organizational Status Survey. This instrument was a sixty-three item questionnaire which was designed to measure perceptions about the quality of performance manifested by the public schools. The instrument yields scores on six performance objectives. Significant positive correlations were found between degree of program openness and the performance objectives Organizational Rational i ty and Individuality. Correlations between socio-economic status of the school and each of the performance objectives were not significant. A negative correlation was found between size of student enrollment and Individuality. In all cases, the correlations were linear in nature . The multiple correlation between the performance objective Organizational Rationality and the variables degree of program openness, socio-economic status, and size of student enrollment was found to be significant. Degree of program openness was found to be the best predictor of Organizational Rationality. Socio-economic status was also found to account for a significant amount of the variability, while size of student enrollment was not. The multiple correlation between the performance objective Individuality and the variables degree of program openness, socio-economic status, and size of student enrollment was also found to be significant. Size of student enrollment was found to be the best predictor of Individuality, while degree of openness was also found to account for a significant amount of variability. Socio-economic status was not found to be a significant predictor. Degree of program openness was found to have a significant positive correlation with socio-economic status, and a significant negative correlation with size of student enrollment. In both cases the relationship was linear in nature. Schools with open and mixed architectural designs were found to be significantly more "open" than schools with a traditional design. The results of this study represent an investigation of the attainment of specific performance objectives, as perceived by teachers in public elementary schools, in relation to degree of program openness and selected demographic variables. The results provide an indication of the way in which open education is associated with performance objective attainment and with certain demographic variables. They also provide an indication of some of the factors which may influence school effectiveness and open education .