The systematic learning program developed and implemented at Columbia Heights Elementary School (CHES) in San Antonio (Texas) in 1986-87 and 1987-88 is described. CHES is located in a low socio-economic neighborhood made up of 99% Mexican Americans and was identified as having one of the lowest quartile test scores in the state in 1986. Forty-two percent of the students have been identified as limited English proficient students. The educational program was developed because of the growing demand for educational accountability by the district. The purpose of the program at CHES was to improve learning and instruction while concurrently providing children with test-taking skills. This paper describes the educational program and its effectiveness in raising academic achievement and standardized test scores. Over a 2-year period the program consisted of four project activities: (1) practice test program; (2) tutoring program; (3) weekly activities focused to improve test-taking skills; and (4) inservice teacher education on the writing process, on holistic grading, and on six correlates for effective schools. Results have been positive; test scores on achievement tests have improved significantly over the 2-year period. The campus atmosphere has changed dramatically; and parents, teachers, and administrators have become actively involved in helping children to learn and to succeed. Practice tests of minimum skills in reading, writing, and mathematics, and a campus action plan for grades 1 through 3 are appended. (TJH)