Teacher and administrator responses to the Connecticut School Interview, conducted as part of the Spencerport (New York) More Effective Schools/Teaching Project, indicate that there are a number of correlates which can be considered areas of strength, and that steady improvement has occurred in installing correlates in each building and in strengthening the degree to which they are in place. Three tables (for May 1983, May 1984, and May 1985) list baseline data for seven correlates in each of five schools. Results of a disaggregated analysis of student achievement show varying levels of improvement in reading, mathematics, social studies, science, writing, and English. Further investigations of the socioeconomic distribution of students concluded that the socioeconomic composition of Regents and non-Regents sections are the same, and there is no systematic factor assigning students to classes according to their socioeconomic background. Progress is being made toward meeting the project's goal of 95 percent of all students attaining minimal academic mastery, with the current percentage between 71 percent and 100 percent. The concomitant goal for outstanding academic achievement is also being met, with unusually high proportions of students attaining scores in the top three stanines on the Stanford Achievement Test. (IW)