This report analyzes the longitudinal effects of schoolwide Chapter 1 initiatives on student reading achievement in 40 elementary schools in a large urban school district. The analyses find that, compared to control students, first-graders in schoolwide projects showed no achievement effects, second-graders showed positive significant effects, third-graders showed negative effects, and fourth- and fifth-graders showed positive but nonsignificant effects. Strong gender, age, and race effects occur throughout the grades; by fifth grade, however, the race effects are no longer significant. Analyses were also conducted of the effects on student reading achievement of various components implemented in schoolwide project sites. The components were examined in three categories: (1) minimal requirements within the central/district framework, such as funding school-community coordinators and program support teachers; (2) how schools allocated their resources within schoolwide projects, such as for tutors, full-day kindergarten, or classroom assistants; and (3) other existing Chapter 1 funded programs still operating within the schoolwide project framework. (Contains 35 references.) (Author)