In Boston's Title I Middle School Reading Program, and High School Reading, Reading/Language Arts, and High School Mathematics Programs (1978-79), the criteria for growth in reading and math skills were met on a program-wide basis. Mastery of performance objectives in reading by a majority of students was, however, achieved with only limited success. Overall, students with the greatest need were served by the programs, and individual student needs were assessed and met. Parent involvement was minimal. Additional teacher training was needed in some areas. Poor student attendance was a problem. At the high school level, the introduction of the language arts component into the reading program at some schools appeared to have been a positive step, although not all reading/language arts teachers fully understood the concept and purpose of the language arts component. Scheduling difficulties, cases of friction between faculty and program staff, and isolation of Title I services from the total school efforts were areas of concern. In the Middle School Reading Program it appeared that the combination of two of the three instructional designs used might give students a more rounded approach to communication skills. It was concluded that the third design, for the hearing impaired, should remain separate. Problems related to poor student attendance, motivation, and scheduling were also areas of concern. (CMG)