This document discusses measurement-driven instruction, necessary conditions for effective management, and effective program coordination in the context of the design, implementation, and coordination of future Follow Through programs. The discussion of measurement-driven instruction addresses several issues, including selection of objectives, test specifications, test items, instructional support systems, and revisions and remediation. Two measurement-driven instructional programs operated by the Detroit, Michigan, public school system are very briefly described. The section on effective management includes guidelines for promoting effective educational change and provides lists of conditions shown by research to be characteristic of effective schools and classrooms. The final section, discussing effective program coordination, provides suggestions for problem solving. First, the use of content as an integrating force is discussed. Second, school level planning is illustrated with examples from the Detroit Achievement Program, which requires each school to have an annually updated achievement plan. Third, some issues regarding equal educational opportunity are presented. An appendix includes three examples of competency-based instruction dealing with identifying main ideas, employing appropriate mechanics in writing, and problem solving in arithmetic. The examples describe the competency, provide a sample test item, describe test questions, provide guidelines for analyzing students' answers, and offer suggestions for instruction and possible teaching activities. (RH)