Installation of a success-based model of learning (that is, a mastery-learning-based system) will help superintendents make education effective and efficient. Such a system follows a number of concepts, including favorable learning conditions, teachers qualified in learning-centered practices, clear learning objectives, and alternative learning strategies for students, but it is especially based on continuous, computer-generated diagnostic and prescriptive data for tracking individual pupil progress. Installing such a system means finding out what administrators, teachers, and learners need to know and do to ensure learner success, and finding out what must be done to maintain effectiveness. Among the political requirements for such a system is school board commitment to learner success and to the learning-centered performance system. Technical requirements include teacher commitment to such a system and awareness of the difference between learner-and teacher-centered learning. In managing a mastery-learning-centered system, necessary data will be supplied to teachers (for diagnosis and prescription), principals (for support activities), central office administrators, and the superintendent and the board (for revisions and new objectives and resources). (RW)