The Winning with Stronger Education Project (WISE) was designed to develop new ways of educating and training the multicultural population of Anchorage, Alaska. Data were obtained from several sources: a mail survey of 1,600 Anchorage residents (which procured a 62 response rate); personal interviews with 25 key Alaska business leaders; a telephone survey of 375 Anchorage businesses; focus-group sessions with Anchorage school district teachers; and qualitative research with hard-to-reach residents. Two-thirds of the residents who responded to the mailed survey said that they would be willing to spend more on education if they knew where the money was going. They said that the source of this revenue should come from reduced government spending and/or increased taxes. The qualitative research showed that hard-to-reach residents placed a high value on education; yet ethnic and racial minorities described problems due to racism and discrimination among students, teachers, administrators, and employers. Members of racial and ethnic minorities wanted accurate depictions of minorities in curricula, more Native American teachers, equal facilities, high expectations for all students, better access to education, education in basic life skills, and multicultural awareness programs. Data from the teacher-focus groups pointed to conflict between teachers and the bureaucracy. The foremost problem reported by teachers was insufficient or misallocated funding. Results of the telephone survey pointed to students' need for further job training. Appendices contain a list of research team members and methodological notes. The companion executive summary summarizes the results of each of the four research components of the WISE project: the mail-out Anchorage residential survey;the qualitative research with "hard-to-reach" residents; the Anchorage teachers' focus group research; and the telephone survey of Anchorage busnesses. Also included are a summary of the project background and an appendix listing the research team and consultants. (LMI)