This document presents findings of an evaluation of two projects of the Aga Khan Foundation's School Improvement Programme located in Kisumu, Kenya, and Bombay, India. The program is based on the assumption that effective change consists of a focus on the individual school, clinical methods of teacher development, and improved school management. Data were collected through classroom observations; semistructured interviews with key project administrators, teachers, and parents; informal interviews with project managers, staff, and teachers; surveys of teachers of parents; and pupil tests. Overall, the program was found to be highly successful. However, the projects need to ensure that professional-development strategies remain in place, improve the cost effectiveness of clinical staff development, and provide more focused training of headteachers. The emphases on individual schools and child-centered learning were effective. In addition, the new teaching strategies did not lead to lower standards of student attainment and did facilitate students' development of noncognitive and social skills. Recommendations are offered for project policy formation and planning. This report contains: a review of the literature; two case studies--of the Kisumu and Bombay projects respectively; a summary of the evaluation of the principles underpinning the Aga Khan Foundation model; and appendices containing the teacher questionnaire, terms of reference, and evaluation instruments. Thirteen tables and two figures are included. Contains 36 references. (LMI)