An experimental program in mathematics at a high school in Watts, California, demonstrated that multilevel team teaching and individualized instruction produced significantly higher student achievement in computational skills than did traditional methods, and at no increase in cost. The program was developed to improve the basic mathematics skills of high school students from a ghetto area who are unable to begin secondary-level math courses because of deficiencies in computational skills. The multilevel team consisted of a teacher, a teaching assistant (a college junior or senior), and a student assistant. The only teaching done by the teachers or teaching assistants was done individually in response to a student question. On a standardized math test, the experimental group was found to improve an average of 2.16 points more (about two-fifths of a semester in grade level) than control group students with the same starting scores, a statistically significant improvement. The major accomplishment of the course was to halt the further retardation of the students; however, a system still needs to be developed which will reduce the gap between the students' grade level and their mathematics achievement level. (Author/JK)