The three chapters included in this paper establish a basis for organizing future implementations of Project Follow Through. Specifically, chapter 1 identifies four planning objectives for coordinating such programs. Emphasis is given to the need to focus on one fundamental, pervasive variable possibly accounting for program success: time utilization in skill and knowledge acquisition. Chapter 2 describes Carroll's model of school learning and Bloom's theory of mastery learning, briefly reviewing research on time-on-task as a factor in school learning. Research mentioned includes studies of elapsed time (time in school, instructional time, and time assigned to academic activities); studies of time and achievement; and studies of achievement and instructional mode. Arguing that Follow Through programs in the 1980's and 1990's should aim for broad multiplier effects among school service agencies, particularly universities and public schools, chapter 3 describes (1) a model of such collaboration (The Center for Applied Educational Research); (2) a model for a computerized cross-age tutoring program, such as one successfully implemented among seventh- and eighth-grade students attending high intensity tutoring centers; and (3) the Golightly Experimental Program, a research and training center operated jointly by Wayne State University's College of Education and the Detroit Public Schools. Appended materials report findings of total Project Follow Through evaluations and describe in detail the Golightly Center. (RH)