The third year of the project, funded under Elementary Secondary Education Act Title III, was essentially a replication of Year Two. Second Year results indicated that the success technique had provided inner-city teachers with both an effective classroom management system, and an effective program for the acceleration of academic performance. Therefore, no major changes were made in the technique during Year Three. To ascertain whether the results of Year Three would indeed replicate the results obtained in Year Two, in class observation (ICO) was continued on a limited basis and achievement testing was again conducted in September and April. The design and procedure for achievement testing in Year Three were essentially the same as for Year Two. However, changes were made in the procedures for collection of ICO data in order to evaluate hypotheses different from those posed in Year Two. Additional teachers were trained during the summer of 1972 and their classes were added to the research base for Year Three making a total of 20 classes. To assess the effectiveness of the training and the importance of experience as a success teacher, the in-class behavior of the new teachers and of their students was compared to the behavior of the experienced teachers and their students throughout the school year. (Author/JM)