This report presents an overview of the history of the Junior High Classroom Organization Study, designed to answer questions concerning effective instruction in junior high school English and mathematics classes. Nineteen trained observers were sent to 52 classrooms in the Austin (Texas) Independent School District. Observers kept written records of classroom events, student concentration/interest ratings, teacher competency ratings, and time logs. Other data used in this report include student ratings of teachers, achievement tests, and teacher interviews and questionnaires. Focusing on classroom organization and management of time, materials, and student teacher contact, the study presented data on specific teacher behavior that produced greater 1) student concentration, 2) exposure to content, and 3) achievement. Data analysis, reference notes, and appendices follow the report. (CJ)