During the 1960-1970 school year, the Cleveland Public Schools began implementing a More Effective Schools (MES) Program in two elementary buildings. This report is the evaluation of the third year of operation of the program (1971-72 school year). The MES Program was designed to attack the poor achievement patterns of inner-city children through the alteration of organizational and instructional patterns across all grades within a given school. Unlike many compensatory education programs that are designed to serve those children with the greatest need within a given subject area, the thesis of MES is that all inner-city children have pressing educational needs, and that efforts to improve the performance of these children in school requires a comprehensive approach that involves all children in all grades. The rationale behind the program is that: (1) learning will be facilitated if the school services and staff are organized and coordinated to give priority to the individual needs of each child, and (2) teachers will teach effectively if they are given the time, the freedom from non-teaching duties, the necessary supportive personnel, and the variety of materials needed for more individualized instruction. The MES Program grew out of the meetings of a committee composed of representatives of the Cleveland Teachers Union and the Cleveland Board of Education. (Author/JM)