This guide to improving student persistence is the first part of a four-part series addressing the essential characteristics of effective instruction that have a positive impact on the academic achievement of Black and Hispanic students. Persistence is learned behavior, and lower-class students are more likely than middle-class students to observe adults who lack control of their environment and to view luck or chance as a more significant factor in success than effort or persistence. Research studies indicate that it is important to understand the relationship between persistence and the following variables: (1) achievement motivation; (2) locus of control; (3) learning styles; (4) culture, ethnicity, and social class; and (5) disruptive or delinquent behavior. The following instructional strategies support persistence: (1) opportunities for cooperation; (2) minority role models; (3) variable time options; (4) student input; (5) choices of content and process; (6) clear and challenging expectations; (7) self-assessment; (8) practice in setting goals; (9) emphasis on relevance; (10) variety of instructional modalities; (11) hands-on use of materials; and (12) awareness of cultural diversity. The following instructional systems have been used to help minority students persist: (1) cognitive instruction; (2) cooperative learning; (3) mastery learning; (4) contract learning; and (5) learning centers. Three charts illustrating learning stimuli, learning preferences, and cultural learning styles and four worksheets to diagnose and support persistent behavior are included. A list of teacher behaviors that communicate and support positive expectations and a 70-item bibliography are appended. (FMW)