The Comprehensive and Cognitive Development (CCD) Program of the Kansas City (Missouri) School District has completed its sixth year of operation. The CCD Program supports the integration of assessment with instructional strategies to increase the reading comprehension and cognitive skills of middle school and senior high school students. Staff development is a component of the program and a major focus of this evaluation. Teacher participation in 1990-91, at 99, was down from the preceding year and across the last 3 years. Teachers tend not to stay in the program for the 4 years requested, perhaps because the program demands that participating teachers take graduate credit, attend workshops, and attend inservice programs. Visits to different sites revealed that CCD Program activities were taking place in classrooms. Teachers who remained in the program had favorable opinions, agreeing that the program improved instruction and was accomplishing its goals. Achievement results for students seemed mixed. At both middle school and high school levels, there were no patterns across the number of CCD Program students that teachers had per day. When gain scores were used to compare students with CCD Program teachers against those with other teachers, gain scores were seen to increase at the middle school level. At the senior high school level, the pattern was reversed. Seven tables and one bar graph present evaluation data including achievement data for more than 1,000 students. (SLD)