Program components included team management for school improvement, a student concern support team, business-education partnerships, curriculum support and parent leadership teams, policy review and revisions, and school-wide academic interventions (e.g., study and reading skills training, team learning, field trips and extracurricular activities programs, peer counseling, expanded student services). A random sample of approximately 200 students from each of the 9 experimental and the 2 control schools was evaluated on a variety of outcome measures. Results indicate that the program was effective in improving school climate. Students in the program schools grew more attached to school, perceived an increased fairness in school rules and the extent to which their schools were characterized by planning and action, and perceived greater school safety. Students also developed more positive self-concepts, reported more belief in rules, showed less alienation, and had fewer suspensions. Results indicate the program model is effective in reducing several delinquency risk factors for the school population as a whole and for increasing educational outcomes for high-risk students. 5 figures, 25 tables, and 41 references. (Author abstract modified)