The reading pariety study for 1989-90 provided information for the Cleveland, Ohio school district, parents, and community to determine what progress the school system is making toward parity in reading proficiency. Parity will be attained when statistically equivalent proportions of Black and White students score at or above the thirty-fourth percentile rank on a standardized norm referenced reading comprehension test. Data for the annual multi-year cross-sectional analysis and a longitudinal analysis were compiled. Results indicated that: (1) racial parity in reading results was attained for the first and second grades in 1989-90; (2) parity gaps for secondary school grades have decreased since the onset of desegregation; (3) longitudinal analysis, following cohorts of students, indicated increasing parity gap by grade; (4) results of the schoolwide approach to remedial programming at the elementary level were somewhat less positive than for the traditional reading program at a higher cost per student; (5) "Major Work" students showed better normal curve equivalent (NCE) changes than other noncompensatory students in 4 of 5 elementary grades; (6) grade 3 had the best overall NCE change and grade 7 had the worst; (7) results of "THINK," the secondary school support system, were somewhat positive at grade 10, but negligible at other grades; (8) the compensatory program at intermediate grades, "STAR," had average NCE changes that were negative in both grades; and (9) individual schools had widely varying success in improving reading comprehension at various grades. (Six figures and eight tables of data are included.) (RS)