This report describes results of a demonstration project carried out in four cities during 1971-72. The project aimed at exploring the feasibility and impact of two different forms of money incentives payments. In one form -- the "Teacher-Only" model -- the teachers in a school were offered a series of bonuses ranging from $150 to $600 per class per subject, depending on the amount of gain shown by their students on standardized tests of reading and math. In the "Parent-Teacher" model, the same bonus offer was made to teachers; but in addition, there were cash payments of $12.50 to $50 offered to each parent, depending on the mean gain shown by all of the students in their child's class. Quantitative data were collected from students, teachers, and parents at two points in time. This data included the results of questionnaires tapping attitude and behavior information, interview results, tallies from systematic observation, and standardized achievement test results. The data were analyzed by comparing the mean of an EXP school (one which had been offered incentives) to the mean of a matched CON school in the same city. The interpretation was restricted by problems inherent in the design and time schedule of the project. Although it is possible that results reflect factors other than the incentives offer, the achievement gains observed for students in the Parent-Teacher model were substantially greater than those of the control group. Differences in achievement gain between the Teacher-Only model and the control group were negligible. Other results from the analysis of the attitude and behavior data also are presented and discussed, but no simple patterns were evident in these results. (Author)