School programs and contextual characteristics that differentiate between successful and nonsuccessful elementary schools funded under the Emergency School Aid Act (ESAA) are examined in this study. It was designed to build upon some of the tentative findings of the 1974-1975 indepth study, in which a number of program and contextual components were found to be related to academic achievement in the ESAA schools. The research strategy of the 1975-76 study was hypothesis testing. The factors studied in this study include: (1) organizational climate of schools including administrative leadership in instruction, program coordination, and academic standards, (2) reading and mathematics instructional practices including structured teaching methods and the relationship between structured teaching, student task oriented behavior, and achievement gain, (3) resource use and resource costs including the level of resource use and the quality of resource use, and (4) equality of educational opportunity. Some of the findings from the 1974-75 study were confirmed, most notably, the finding concerning the importance of administrative leadership. However, not all of the 1974-75 findings were confirmed. (Author/AM)