To test the effectiveness of an organizational development strategy to improve educational environments, data were gathered on the process and outcomes of a project for school climate improvement and school renewal. Data from two urban schools--a junior high school and a middle school--were drawn from interviews with participants, figures on student performance and behavior, administration of a school climate survey, process evaluation of the participants' viewpoints, and an educational performance assessment. After schools were selected and assessed for needs and climates, workshops provided training for teachers and administrators in those skills needed for continuing organizational reform, such as decision-making, problem-solving, institutional structures, planning, and leadership. After one year, student performance and school climate were reviewed; the process of diagnosis, workshops, implementation of reforms, and evaluation was repeated several times during the next year. Both schools showed some improvement in objective indicators of school conditions, such as student and faculty attendance. Subjective responses revealed more teacher interest in school improvement after a planned change program was used. Among other findings, the study reflected both the potential for adapting climate improvement programs and the need for full staff commitment to such programs. (JW)