During the summers of 1970 and 1971, the Human Resources Research Organization presented a special inservice training program to elementary teachers of the River Rouge, Michigan, School District. This report evaluates the effects of this training program and focuses on the determination of gains in student achievement that may be attributed to the program. The training program--a series of workshops plus immediate follow-on efforts--sought to increase achievement in students by changing instructional practices used by teachers. The workshops focused on the following educational practices: (1) development and use of instructional objectives; (2) implementation of concepts of learning modules and mastery tests; and (3) employment of contingency management techniques in the classroom. For grades 2-7, students of program teachers gained almost twice as much on a standardized achievement test as did students of non-program teachers; differences in mean gain scores in reading and mathematics were both highly significant. For grades K-1, students of program teachers tended to have higher gain scores than students taught by non-program teachers, but the differences were small. No single factor appears to account for the enhanced student gains produced by program teachers. They were apparently due to the integration of workshop training, trial implementation, classroom observation, availability of teacher aides, and frequent guidance and assistance provided to teachers. (Appendices include: teacher performance objectives; program coordinator performance objectives; inferred achievement test objectives with sample test items; teacher questionnaire; administrator questionnaire; and agreement between project teachers and program coordinator.) (MM)