The Study of Academic Instruction for Disadvantaged Students explored the nature and effects of alternatives to conventional practices in mathematics, reading, and writing instruction in schools that serve high concentrations of children from low-income backgrounds. This report presents what was learned by describing and analyzing instructional practices in approximately 140 first- through sixth-grade classrooms in 15 high-performing elementary schools across 6 districts in 3 states. Findings dispel the myth that academically challenging work should be postponed until children of poverty have mastered all relevant basic skills. The alternative practices studied helped children connect their academic learning with the world outside school. More often than not, teachers combined conventional modes of instruction with alternative practices. The challenge for teachers is not to discard what they have been doing, but to expand their repertoires to teach a more challenging curriculum. Local and state policymakers can play a key role by doing whatever is necessary to support educational goals. The Federal Government can exercise leadership, particularly in promoting professional development. The overall conclusion is that instruction that emphasizes meaning and understanding has proved its worth. Findings are summarized in 72 tables, 1 exhibit, and 4 figures. (SLD)