A discussion of concepts, techniques, and problems in the analysis of a program-budgeting system for the developmental program, Project R-3, of the San Jose Unified School District. Six elements of the analysis (objectives, alternatives, cost or resources used, models, criteria, and effectiveness measures) become inputs to both quantitative and qualitative analysis. Project R-3 was successful in increasing student progress in reading and mathematics by involving them and their parents and changing their attitude set. In both reading and mathematics, the program group had gained more than the control group by the end of the school year. The analysis was made by varying three components--remedial reading and mathematics, intensive student and parental involvement, and gaming/simulation--to produce equal-cost alternatives for planning. This kind of analysis makes subjective judgments explicit and relates them in an orderly way. 38 pp.