Examining the effectiveness of an organizational development plan, this study notes the changes in school climate in two Pennsylvania schools--a junior high and a middle school. Having selected the schools for their troubled educational environments, the authors gathered data for 2 years from interviews with students and staff, from a formal assessment and school climate profile, and from such documented evidence of school climate as achievement scores, behavioral records, and attendance data. Three questions were asked of the organization and climate of each school: Will organizational change processes improve overall school climate? Do schools that change organizational processes improve achievement, attendance, behavior, and morale of students? What are the strengths and limitations of the planned change model being tested? The planned change model given to administrators at the two schools taught skills in leadership, problem-solving and decision-making. Following general conclusions, the appendixes contain the instruments used in data collection. (JW)