This program was intended to improve the level of educational achievement in the project area through the provision of paraprofessional aides residing in the school community who could provide direct support to the teaching and learning efforts in the classroom. The major thrust of the evaluation was to determine whether teacher aide service had an effect upon pupil achievement as determined by standardized achievement test scores. The achievement of experimental third, fourth, and fifth grade pupils in the reading and arithmetic subtests of the Stanford Achievement Test were compared with comparable pupils who experienced little or no teacher aide service. The findings indicated that fourth grade pupils benefited considerably from exposure to saturated teacher aide service in the areas of both reading and arithmetic, but this was not the case with third and fifth grade pupils. However, as approximately one-third of the total program pupils profited substantially, it is recommended that the project should continue. It is also recommended that principals should be made more administratively cognizant that the essential role of the teacher aide is the improvement of the level of educational achievement in the project area. (MBM)