Major local-, state-, and university-designed programs with the objective of fostering instructional effectiveness at the elementary school level are described in this paper. Instructional effectiveness is defined as a prerequisite to academic achievement in that it occurs when all students obtain at least minimum academic mastery as measured by standard achievement tests. The influence of family background and the role of school characteristics on learning achievement are discussed, followed by a review of selected programs for school improvement: (1) New York City's School Improvement Project (SIP), a comprehensive attempt to improve the school system's approach to teaching and learning; (2) a program, designed by Maureen Larkin for 20 schools in Milwaukee, to improve teacher attitudes and classroom climate; (3) a plan, by the Danforth Foundation and St. Louis (Missouri) school districts, for inner-city school improvement; (4) Yale University's association with the New Haven School District; and (5) elements of Chicago's school desegregation plan that focused on school effectiveness. Programs administered by state departments of education and by universities are outlined. Recommendations for program planning and evaluation are made. (FG)