The number of objectives that formal education is expected to achieve has grown incredibly over the years. The task of educating has become so complex that the problems are hardly comprehensible. As with other complex problems, people tend to turn in frustration to simplistic solutions. When educational variables are studied, unfortunately, no single variable appears to be the deciding factor. What is crucial is the manner in which the variables are combined in each specific situation. Making change strategies effective requires optimum functioning of each factor in the model. Analysis of the research on intervention reveals nine factors worthy of attention and manipulation, clustered loosely into four areas: subject matter and classroom organization; student aptitude, ability, and perseverance; instructional technique and expressiveness; and opportunity for learning and self-instructional media. Traditional strategies for educational improvement have involved statewide commissions and task forces, teacher education, and methods incorporating research, development, diffusion, and evaluation. A strategy used by the League of Cooperating Schools and the Institute for the Development of Educational Activites (I/D/E/A) over six years involved committed faculty and administrators, a network of peer schools, a resource center providing support, and ongoing communications between principals and between teachers. (Author/PGD)