This evaluation of Right to Read programs was undertaken to provide analytic comparison of pre- and posttest results in reading achievement and attitudinal change for a population of approximately 2200 elementary-level students in the following three Oakland, California, schools: Crocker Highlands, Prescott, and Webster. For each individual school, charts and graphs are presented which show mean scores for reading tests, deviation of these mean scores from national norms, gain scores, and attitude test scores. It was apparent that with a few exceptions, little measurable gain has been accomplished since the introduction of these programs. The relatively short (six months) duration of program operation most likely accounts for these findings. (KS)