Elementary school teachers in experimental classrooms participated in inservice training programs which consisted of interpretation of information on Rasch profiles, individualization, and classroom climate. The teachers in the control classrooms received inservice training in the traditional topics only. Pupils in the experimental and control classrooms were administered the Comprehensive Test of Basic Skills (CTBS) as a pretest and posttest. Pupils in the experimental classrooms were also administered the Basic Skills Inventory (BSI), a Rasch scaled assessment instrument. Teachers in both groups submitted samples of classroom instructional and remedial plans for rating by a panel of judges on the Quality of Instructional Planning Scale (QIPS). Statistical analysis of the data on both groups indicated a significant difference. Teachers who received information based on Rasch scaled profiles prepared significantly better instructional and remedial plans than those who did not. Students in the experimental group achieved significantly greater gains in reading and mathematics than similar students whose teachers did not receive information based on Rasch scaled profiles. (DWH)