A cohort group of nine-year-olds in nine inner-city schools were studied over a three-year period to determine the extent of reading achievement under a continuous progress reading and mathematics curriculum instituted in a large urban school system. Changes in students' perceptions of their learning environment, such as reduced competitiveness, decreased higher thought process activities, lower perceived difficulty, and decreased satisfaction were observed. These unanticipated outcomes suggest that curriculum decision makers should examine achievement gains in a new light. Whether the anticipated achievement outcomes in a continuous progress curriculum based on specific reading and mathematics skills are attained at the expense of other important aspects of learning should be considered. (Author/MKM)