The program involved school staff, students, and community members in planning and implementing a comprehensive school improvement effort that included changed disciplinary procedures and activities to increase student achievement and create a more positive school climate. It also provided services to marginal students to increase their self-concepts and success experiences and strengthen their school bonds. The program produced a small but measurable reduction in delinquent behavior and misconduct. Students in participating schools were suspended less often, reported fewer disciplinary experiences in school, and reported less involvement in delinquent and drug-related activities than students in nonparticipating schools. The direct interventions with high-risk students did not reduce delinquent behavior but did increase commitment to education as indicated by dropout rates, retention, graduation, and standardized achievement test scores. Implications for theory and practice are discussed. 4 tables, 32 references. (Author abstract modified)