Through a literature review and classroom observations, several variables affecting the quality of education were studied, focusing on processes related to student placement in special education and to instruction after placement. The study found that: (1) A dynamic interaction is needed among the referral, assessment, placement, and instruction processes. (2) Time-on-task data should study the amount of the school day that finds students academically engaged; 43% of each typical school hour was found to be available for instruction, of which 77% was on task. (3) A direct correlation exists between time-on-task and the positive nature of teacher-to-pupil interactions. (4) In-class distractors such as talking out, out-of-seat, and general non-compliance can be remarkably decreased by using very simple, low-intensity, remedial strategies. (5) There is little correlation between teacher characteristics and student learning; teaching skills are a more important factor in student learning and are incorporated into teaching methods through five phases of instruction: knowledge of the underlying theory, demonstration, coaching, appropriate practice, and feedback. The paper concludes that teachers today employ technologies and strategies that are 50 to 75 years old and ignore the research database on behavior management and instructional technology that would enable them to proceed scientifically rather than intuitively. (Fourteen figures are included.) (JDD)