The Edgewood Independent School District in San Antonio, Texas, under the US Office of Education and later the National Institute of Education, designed and carried out a five year plan intended to modify its programs in ways that would enable its largely Mexican American students and community to profit more from the education offered. An external evaluation of those efforts was included in the overall experimental schools design. The present study, a part of that evaluation, examines the materials and processes of the implementation effort of the Edgewood Experimental Schools Project, later renamed the Edgewood School Plan. The research is mainly process oriented, describing the district's modification efforts and evaluating them, when possible, through expert analysis, teacher and participant perceptions, and relating these efforts to the changes in the affective and cognitive domains where applicable. The overall conclusion is that implementation of the program produced some measurable benefits to the youth and adults in the Edgewood community. However, it failed to produce results in the affective and cognitive areas when measured against comparison groups. (Author/RL)