THE MAJOR OBJECTIVE OF THIS STUDY WAS TO TEST THE NULL HYPOTHESES THAT THERE WOULD BE NO SIGNIFICANT DIFFERENCES IN THE CHANGE IN READING ACHIEVEMENT LEVEL OF SEVERAL VARIED GROUPS OF PUPILS. THE MEASURE OF READING ACHIEVEMENT WAS THE METROPOLITAN READINESS TEST. THE MINIMUM ACCEPTABLE CONFIDENCE LEVEL WAS .05. SEVERAL CONCLUSIONS WERE REACHED. FIRST, WHEN CONTINUOUS PROGRESS PROGRAM PUPILS WHO WERE TAUGHT BY TEACHERS WHO HAD FORMAL TRAINING WITHIN THE LAST 5 YEARS WERE COMPARED WITH PUPILS IN THE SAME PROGRAM WHO WERE TAUGHT BY TEACHERS WITHOUT FORMAL TRAINING WITHIN THE PAST 5 YEARS, NO SIGNIFICANT DIFFERENCES APPEARED. SECONDLY, UNDER THIS SITUATION, HEAD START PROGRAM PUPILS WERE ABLE TO COMPETE EQUALLY WITH OTHER FIRST GRADERS. (LP)