THE EVALUATION WAS BASED ON DATA SUPPLIED BY LOCAL SCHOOL DISTRICTS. IN SCHOOL PROGRAMS, 57 PERCENT OF PARTICIPATING STUDENTS IN GRADES TWO TO 12 IN REGULAR AND SUMMER TERM READING PROJECTS MADE AVERAGE MONTHLY GAINS OF 1 MONTH OR MORE. TITLE ONE PROJECTS WERE PROVIDED IN ALL COUNTIES AND FOCUSED ON ABOUT 61,000 EDUCATIONALLY DISADVANTAGED CHILDREN IN 169 LOCAL SCHOOL DISTRICTS. ABOUT 35 PERCENT WERE WHITE, 35 PERCENT SPANISH SURNAMED, 20 PERCENT AMERICAN INDIAN, AND 7 PERCENT BLACK. OVER 1,298 FULL TIME EQUIVALENT INSTRUCTIONAL AIDES AND 495 FULL TIME EQUIVALENT TEACHERS WERE EMPLOYED IN THE REGULAR TERM. PARENTAL INVOLVEMENT IN PLANNING, IMPLEMENTATION, AND EVALUATION WAS EMPHASIZED. THE MAIN PROBLEM AREAS WERE DEVELOPING AND MAINTAINING PARENT INVOLVEMENT, EXCESSIVE PAPERWORK, AND DELAYS BETWEEN PROJECT SUBMISSION AND APPROVAL. THE ARIZONA DEPARTMENT OF CORRECTIONS (DOC) EMPLOYED TITLE ONE STAFF TO IMPLEMENT PROJECTS AT THREE JUVENILE INSTITUTIONS AND AT THE ADULT PRISON FACILITY. PROJECTS FOCUSED ON 1,083 SELECTED TARGET STUDENTS IN THE FOUR PARTICIPATING INSTITUTIONS. THE LARGEST ETHNIC GROUP SERVED WAS WHITE, FOLLOWED IN DECREASING PROPORTIONS BY SPANISH SURNAME, BLACK, AND AMERICAN INDIAN. GOALS FOR READING AND MATH ACHIEVEMENT WERE 1 MONTH OR MORE FOR EACH MONTH IN THE PROJECT. AMONG THE FOUR PROJECTS, THE RATE OF ATTAINMENT OF THIS OBJECTIVE VARIED FROM 25 PERCENT TO 92 PERCENT FOR READING AND FROM 62 PERCENT TO 89 PERCENT FOR MATH. ABOUT $353 WAS SPENT PER STUDENT. MAPS, FIGURES, AND EXTENSIVE TABLES ARE INCLUDED. (CFW)