The effectiveness of an instructional improvement project in the Greeley-Evans Schools, Colorado, was studied. Teachers were provided inservice education in a class called the Essentials of Instruction. Recognizing that receiving training was not the same as being an implementer of the innovation, the Levels of Use instrument identified teachers who were or were not users of the innovation. California Achievement Test scores were obtained for 598 fifth grade students in reading, language arts, spelling, and mathematics. Achievement gain scores were used to examine differences between males and females, Hispanics and Whites, and students taught by user versus non-user teachers. Results confirmed the achievement gains expected in one years' time. Males had much higher gains in reading, and females in spelling. Caucasians had significantly higher gains in mathematics and reading achievement than Hispanics did. In all subjects, Hispanics started with lower test scores and posted smaller gains than Caucasians. Results suggested that the benefits of use of the innovation were not fully accrued during the first year. Non-users showed slightly above average gains in language arts and mathematics, while users showed slightly above average gains in reading and spelling. (GDC)