The 1974-75 in-depth study was designed and conducted as an exploratory investigation of program and contextual factors related to achievement. The study was conducted in conjunction with the National Evaluation of the Emergency School Aid Act (ESAA). The analysis of school success was guided by a conceptual model that identified four key dimensions of a reading and math program, each of which were found to be significantly related to reading or math gain, independent of student background characteristics. These four dimensions are: (1) organizational climate, which produced a composite index of administrative leadership and a measure of district-level support for new teachers that predicted math gain; (2) parent and community involvement, which produced an index of parent participation in the classroom that predicted both reading and math gain; (3) reading and math program characteristics, which resulted in three indices that predicted achievement gains: the use of behavioral objectives, the provision of adequate instructional practice, and less frequent use of positive reinforcement; and (4) reading and math resource use, which uncovered a relationship between achievement gain and per-pupil costs for remedial specialists. (RC)