Ninth grade Elementary Secondary Education Act (ESEA) Title I evaluation results in reading and English-writing projects were compared, using the RMC Model A with local empirical norms, Model A with national interpolated norms, and Model B. The Comprehensive Tests of Basic Skills (CTBS)--Total Reading and Total Language subtests--were administered to assess program impact. Students were pretested out-of-level and posttested at-level. Different estimates of program impact resulted, with Model B yielding the most favorable results and Model A local norms yielding the least favorable results. (These differences are discussed in relation to the comparability of models, the appropriateness of each model for the school district tested, and the methods, the appropriateness of each model for the school district tested, and the methods that could be employed to determine the most valid measure of impact.) (Author/MH)