This study reports the impact of the Flint Community Junior College (Michigan) reading improvement program on 150 participating students in terms of general group and racial sub-group (black and white) performance. After the groups were compared according to race and ability for data-collecting purposes, pre- and post-test measurements were taken of reading vocabulary, reading comprehension, and speed of reading comprehension. Different forms of the Cooperative English Test--College Level were used for pre- and post-testing, and analysis of variance was used to identify statistical differences. Results showed significant improvements made by the group as a whole in each area. In addition, no significant statistical differences were noted in gains made by either sub-group in any area. Finally, 55 per cent of the black students and 72 per cent of the white students successfully achieved the 25th percentile rank in comprehension and speed (considered minimum for college-level reading). (JO)