A two-year evaluation of William Glasser's Schools Without Failure (SWF) program was carried out in the New Castle School District in Pennsylvania. In the first year, ten elementary schools were paired on the basis of size, socioeconomic status, and past achievement of pupils. One school of each pair was randomly assigned to begin teacher-training and implementation of the SWF program; the other school of each pair became a control school, continuing to operate as it had in the past. In the second year of the study, both groups of schools received training in SWF methods and implemented the program. Data were collected and analyses performed to determine whether the effects of two years of the program were greater than the effects of one year, whether the second year of training or the first year produced stronger changes, and how the effects of two years of the program differed from those which would have taken place in schools using a traditional program. Testing and observations were carried out at the beginning and the end of the first year of the study and at the end of the second year in both groups of schools. Measurements were taken of: pupil achievement; pupil, teacher, and parent attitudes; disciplinary referrals to principals; and interactions occurring in classrooms. (Author/JM)