This executive summary describes the implementation and effects of Project Transition, a program designed to help high school freshmen succeed by combining three strategies: student-teacher clusters with shared schedules, extra time for teachers to work together, and teacher coaching to support instructional change. Project Transition was implemented at two high schools: one in Kansas City, Kansas, and the other in Milwaukee, Wisconsin. It examined the effectiveness of the strategies on students' attendance and performance in the freshman year. Evaluation data came from student surveys, observations, interviews, focus groups, and school records. The project was more fully implemented at one high school than the other, and the planning process was stronger with more teacher involvement at the more successful school. At both schools, it created a more supportive environment for students and teachers, though in different ways. It achieved positive effects on selected academic outcomes at the school where it was more fully implemented. Students and teachers perceived benefits to and drawbacks from shared schedules, though teachers were less likely to perceive benefits. Daily teacher team meetings functioned stably, with content focused on student problems or integrated curriculum units. The coach and learning resource partners were generally not well received by teachers. The project had positive effects on student self-perception and small effects on student achievement at the more successful school. (SM)