This article presents a description of an instructional management system called Consistency Management (CM) and its implementation in five urban elementary schools in Texas, with over 2,500 students. CM aimed to create a consistently implemented schoolwide consensus for teaching and learning that provided a self-analytical approach for teachers to examine the creation of a positive and orderly learning environment. The schools, ranking in the lowest 5 percent of Texas elementary schools based on the Texas Education Assessment of Minimum Skills (TEAMS), had a minority composition of 94 percent, with 83 percent of students eligible for free or reduced cost lunch. The five CM schools significantly improved scores on the TEAMS from 1985-86 to 1987-88 in mathematics, reading, and writing. CM schools increased 17 percent in the percentage of students passing the TEAMS, while matched non-CM comparison schools decreased 2 percent. Students of CM trained teachers scored significantly higher than did students of non-CM trained teachers. Discipline referrals were reduced, and interviews with 5 principals and 19 teachers indicated that the program had direct transfer to the classroom. The qualitative data from the interviews provide a stronger understanding of the results and issues faced by principals, teachers, and students. Seven tables present study data, and there is a 36-item list of references. (SLD)