Three programs sponsored by the Seattle (Washington) public schools' Office of Academic Achievement were evaluated: the Academic Achievement Project, Early Childhood Model (ECM) Schools, and Pilot Projects. Academic Achievement projects were designed to increase the academic achievement of at-risk learners and to decrease disproportionality. The ECM is a philosophy of early childhood education organized around a set of core characteristics. There were five pilot projects: two were building-based methods for restructuring schools; one focused on oral language and multicultural history; one was a computer-aided instruction system; and another was library based and encouraged parents reading with their children. Data were collected through interviews, observations, teacher questionnaires, and score analysis. The following were the major findings: (1) change was slow and gradual; (2) ease of implementation of the pilot projects was varied; (3) some classroom attitudes began to change; (4) there were no measurable effects on achievement gains or any reduction in disproportionality; and (5) there were substantial correlations between the level of implementation and achievement gains: as the level of implementation increased, achievement gains increased. The report includes four references and a table summarizing the data. (JB)