A project was created to help seventh and eighth grade students improve their academic success. Students attended a middle school located in a growing urban community in the Midwest. Existence of the problem included records of low grades; an observation checklist to measure off-task behaviors; teacher surveys that determined the effect of missing assignments; and a student survey that indicated a lack of relevance for learning. Interventions consisted of instruction in cooperative learning activities to increase on-task behaviors, the use of a student portfolio to increase relevance to learning, and the use of an assignment notebook to improve organizational skills. Post intervention data suggests that while classroom strategies and combined efforts of teachers may improve both student motivation and academic success, the success of motivational strategies cannot be accompanied solely by the teacher. Additional studies are needed to find methods of supporting teacher efforts. Evaluation instruments are appended. (Contains 41 references and 9 tables.) (JDM)