This report examines the background and implementation of the Milwaukee (Wisconsin) Teacher Expectation Project and the Milwaukee School Improvement Program (Project RISE). The author presents a brief overview of educational research on low achievement, which includes the cultural deficit theory, the latter upon which the projects were based. Described are the Teacher Expectation Project, a series of workshops which focused on the role of the individual teacher in the classroom, and Project Rise, a needs assessment and school planning project which was implemented in 20 Milwaukee schools. The report suggests the following policy initiatives as a means of improving staff awareness of student academic needs, and information dissemination within the school: (1) promotion and development of staff expectation at all levels; (2) promotion of staff development activities related to effective school characteristics; (3) leadership training; (4) encouragement of public support of school objectives; and (5) reduction of supplementary programs working against school objectives. (JCD)