This paper describes the approaches being taken in 11 school districts that are located in California, Nevada, and Arizona to help disadvantaged newcomers within the districts, contrasts these approaches, and relates them to achievement-gain scores. The study's objective is to gauge whether school districts that were classified as high performers, stable performers, and low performers by their achievement-gain scores between 1984 and 1990 provide different types of service programs for disadvantaged newcomers to the district. Descriptions of the school districts are followed by detailed examinations of three types of programs: social services, health services, and psychological services. An analysis of other service programs intended to enhance the lives and growth of children and their families is also reviewed. It is reported that all these schools districts are experiencing increasing poverty and family problems. While some communities are making efforts to meet these problems and find solutions, stable districts and their communities do not appear to place a high priority on providing services to children and families. Very little effort is shown to exist in low-performing districts. Data suggest both quantitative and qualitative differences in the services provided to the children and their families in high-performing and low-performing school districts. Information tables provide a summary of the four types of service programs for high-performing, stable, and low-performing school districts. (Contains 10 references.) (GLR)