In 2000, the Public Policy of Institute of California entered into an agreement with the San Diego Unified School District to provide the research and financial support to collect, format, and analyze student, teacher, and classroom data needed to create an accurate portrait of what affects student achievement in San Diego. This report is the second in a series stemming from that agreement. It is a report that throws new light on the school district's program of reform known as the Blueprint for Student Success. This report seeks to provide the first student-level analysis of the effect of the Blueprint reforms. It studies the school years 1999-2000 through 2001-2002. The overall objectives of this research project are fourfold. First, to examine how many students have participated in each intervention in the first two years. Second, to study the effect of the Blueprint reforms on average reading achievement and on the gap in reading achievement between racial/ethnic groups and between groups defined by socioeconomic and language status. Third, to explore the mechanisms through which the Blueprint has worked most and least effectively. The fourth goal is to provide policy advice. The authors conclude that the effort to improve reading skills was successful and that the evidence for the program's overall success is so definitive that San Diego's efforts are well worth a look by other school districts in California and the nation. A significant percentage of elementary and middle school students who took part in reform-driven activities--such as double- and triple-length English classes, extended school days, and summer school reading programs--showed marked improvement on standardized reading tests. High school students did not experience the same test improvements and various reasons for this result are discussed. Appended are: (1) Data and Information on Blueprint Interventions; and (2) Regression Methods and Results. (Contains 26 figures, 23 tables, and 45 footnotes.)