The purposes of this study are to document the success of the Achievement Goals Program (AGP) in raising student achievement in San Diego Unified School District's minority-isolated schools and to provide recommendations for curriculum development and teacher training based on that success. Reports on the results of the Comprehensive Tests of Basic Skills (CTBS) were reviewed from 1975 through 1985 for fifth grades, the only elementary grade level tested districtwide. Mean percentiles for Total Reading, Total Language and Total Mathematics for each school were determined, transformed into scaled scores, and used to calculate weighted means. Time series designs using unit replications were used to determine the effect of the intervention of AGP in each content area. California Assessment Program data were used to examine AGP effects on achievement. Data from the district's Pupil Ethnic Census Reports addressed the possibility of a "history effect" in the time series design. School effectiveness factors were compared to the AGP instructional model; 11 of the 16 factors were found to be systematically incorporated. This finding shows that school effectiveness factors can be systematically written into curricula and materials used in schools. (PN)