The educational change strategy termed "reaching success through involvement" (RSI) has yielded promising results in creating school effectiveness. This paper analyzes the theoretical bases and practical applications of RSI strategy among 14 schools over an 8-year period. RSI theory assumes that educational organizations are dynamic social systems and that a strong learning culture results through changes in social agreements among members of the system (Homans 1950; Hall 1976). Administrators and teachers effect a strong learning culture by bringing students into the processes of involvement, problem solving, and identification. Eleven steps followed by 41 schools using RSI strategy include formation of a teachers' planning council and a student leadership group. Qualitative and quantitative data formed the analysis of culture and learning productivity. The "school report card" method provided ratings on productivity, culture, and "climate" based on detailed analysis. These categories contain evaluative components; for example, academic achievement, socialized behavior, and public image are components of productivity. The report presents a tabled composite of changes for 14 selected schools indicating degree of improvement in targeted areas. Schools classified as effective showed greatest improvement. Tentative findings supported RSI theory, though further research is needed concerning academic achievement and long-term changes in school culture. Fifteen references are appended. (CJH)