This paper highlights three models for implementing local restructuring of schools: James Comer's School Development Program; Robert Slavin's Success for All; and Henry Levin's Accelerated Schools. These models have been among the more popular models for restructuring schools in poor, predominantly minority neighborhoods with traditionally low-achieving students. Separate sections describe and analyze each of these programs individually. Further sections address important issues and themes common to all the programs. One of these sections discusses evaluation and assessment issues of both programs and students. A further section looks at the three models from the viewpoint of traditional assessments. A discussion of what causes improvements in learning notes that: Comer's model is based on healing conflicts and creating an ethos that fosters identification and bonding and a community of trust; Slavin's model is more heavily cognitive; and Levin's format calls for active, intelligent participation of all members. Final sections review resources and costs for the various programs, and efforts at replication. An author biography is included. (Contains 49 references.) (JB)