This one year field study of the effects of instructional practices and teacher characteristics on student achievement in and attitudes toward reading and math at the first and third grade levels involved the study of individualized instructional practices, and (2) instructional settings used in these grades. Also examined were the relationships of opportunity to learn, motivators, instructional events, teacher background and costs. In this study characteristics of classroom instruction were categorized in five ways: (1) individualization, (2) opportunity (3) motivators, (4) instructional events, and (5) teacher background. As one of eight volumes, this volume of the Instructional Dimensions Study is also part of the Compensatory Education Study and as such it is an attempt to gather data which describes the way ESEA Title I funds are used nationally. (Author/AM)