The Penn Manor CRT/Curriculum Articulation Project was designed to study the impact of the implementation of four specific interventions on the achievement of elementary school students in mathematics and language arts. The interventions were as follows: (1) classroom teachers were given individual curriculum skill objectives for their grade assignment; (2) teachers were given individual curriculum guidelines listing essential units or lessons; (3) teachers used examples of question-answer format of achievement test in constructing classroom teacher-made tests and worksheets; and (4) test results were used diagnostically as well as descriptively at building-level as well as grade-level. Achievement was defined and measured as gains in scaled scores of the Comprehensive Test of Basic Skills. The study design compared the pre- and post-test scaled scores using an analysis of covariance statistical test. The test was chosen in an attempt to equalize any initial differences between the control and the experimental groups. The researchers found statistically significant differences favoring all experimental groups in the language arts comparisons. However, there were no statistically significant results favoring any of the experimental mathematics groups. (PN)