This paper reports on how ten school districts and a state university system address a state-funded college readiness program for high school student achievement in mathematics and English. It addresses in qualitative and quantitative detail: (a) the school-university partnership designed to decrease the number of high school students that require remedial coursework upon entering college; (b) the centrality of school and university faculty expertise with support systems to ensure a continuum for student learning outcomes; and (c) an evidence-based focus on student development and learning progress to meet high standards. Student development had the greatest effects on student outcome: senior students' placement at the university improved dramatically, student retention rates increased considerably, and remedial math and English classes decreased substantially. (Contains 4 tables.)