This report evaluates the reading and mathematics lab programs for elementary and secondary students in the Des Moines (Iowa) Independent Community School District. The reading program served 510 students in 13 schools and mathematics program served 240 students in 7 schools. A variety of assessment instruments were used to pinpoint students' particular instructional needs. Particulars of program implementation and budgeting are followed by a detailed list of performance and process objectives used for evaluation. Pretest-posttest gains in Normal Curve Equivalents (an equal-intervals scale) showed students surpassing criterion levels set for reading and mathematics. The largest gains in reading occurred for Grade 2 (13.5 units) and the largest gains in mathematics were in Grade 5 (9.6 units). Reading lab students attained 87.4% of stated curricular objectives, but mathematics lab students attained 76.3%, below the 80% criterion. First-grade lab students participated in standardized evaluations for the first time this year, and while there were no set criteria for them, their performance gains were seen as quite encouraging. (LPG)