The implementation and evaluation of a project at Xavier University of Louisiana that was designed to increase performance and academic persistence in entry-level mathematics and science courses are described. The University's CAUSE Project was a cooperative effort by the departments of biology, chemistry, mathematics, and physics. Strategies of the project were to: develop a mechanism whereby the department assumed responsibility for choosing content and deciding pacing for entry-level courses; develop detailed prescriptions for and administer final exams to assess progress from year to year; and develop a set of alternate pathways for learning content objectives. Each of four departments have developed and refined student handbooks containing content objectives, related sample problems, and a list of alternate learning aids for each topic; developed common final course examinations; developed and field tested at least five Piagetian-based laboratory experiments designed to promote analytical thinking skills; and jointly planned, renovated, and furnished a multidepartmental Alternate Pathway Learning Center. Among the results of the project are that the chemistry and physics departments increased the percentage of students completing both semesters with a grade C or better. Results for the other departments are also presented. A detailed outline of implementation activities and extensive appended materials on the project are included. (SW)