The focus of this two-part paper is the formulation of a research paradigm and agenda to guide investigations into the relationships between human resource management and basic skills achievement in reading and mathematics. The first part concerns the relationship between student achievement and attributes of school and classroom contexts. Conceptualizations of basic skills achievement are discussed and the authors briefly review what research has found about the constituents of effective practices in schools and classrooms. In the second part, discussion centers on managerial options for improving the effectiveness of education professionals. This section reviews the current knowledge base and discusses areas in which new knowledge is needed. The human resource management factors considered include personnel allocation, inservice education, control over work decisions, personnel evaluation, incentives and rewards, and professional associations and agencies. (Author/JM)