A study was conducted by Los Angeles City College (LACC) to measure the academic achievement of 103 day and 34 evening students enrolled during Fall 1980 in Developmental Communication 20, a course in basic reading and writing skills. During the study, five measures of academic achievement were recorded for each student: first- and last-week scores on the Stanford Test of Academic Skills (TASK), Level 1-A; first- and last-week scores on an LACC developed vocabulary test; and final course grade. In addition, statistical analyses were conducted to determine the correlation between these variables and to assess the statistical value of enrollment status (i.e., day or evening) and the test scores as predictors of the final course grade. Major findings reveal that first- and last-week mean raw scores earned by the students were 44.1 and 51.1 respectively for the TASK exam and 70.8 and 112.2 respectively for the vocabulary test. Though there were no significant differences between the test scores of the day and evening students, the evening students average course grade of 2.76 was higher than the day students average grade of 2.20. Of the variables, post-test vocabulary scores showed the highest correlation with the final grade. The study report presents data tables which compare test score distributions and grades among day and evening students and detail statistical findings. (JP)