This report evaluates school-based initiatives aimed at eliminating educational disadvantages at a small, rural state primary school in Meiki, New South Wales (Australia). Meiki is a small impoverished community of approximately 850 Aboriginal and non-Aboriginal people. The community has a history of racial tension that directly affects the school environment. Because of the impoverished status of the community, the school is eligible for social justice funding and extra resources. In June 1989, the New South Wales Department of Education implemented the Renewal Plan, which gave schools control of developing a plan for on-going school improvement and professional development. In response to this, the Meiki school implemented several initiatives including the Homework Centre. The Homework Centre is open to all students two afternoons a week and is coordinated by a member of the Aboriginal community. The program involves a supervised play period, afternoon tea, and individualized tutoring. In addition, a discipline policy was implemented to empower teachers to address the high cost to teaching time incurred by constant disciplinary infractions. Other initiatives include the Reading Recovery program, an early intervention program that provides individualized assistance daily for 20 weeks to Year 1 students who are having difficulty in reading and writing. The goal of the program is to bring students up to average levels of achievement. In addition, the school takes advantage of extra staff resources to provide K-3 students with group language development through discussions, direct teaching, guided reading, and individual assistance with reading and writing. These school-based initiatives have been successful in addressing educational disadvantages by identifying both current school policies and practices aimed at social transformation. However, the consequences of entrenched racism and sexism must be addressed if the school's success is to continue. Contains 19 references. (LP)