Parents, teachers and administrators examined the Basic Skills Program in the Newark School District. The study was designed: (1) to determine the relative satisfaction with components of the reading and math aligned curricula and instructional time, (2) to determine the relationship between satisfaction with these variables and achievement, and (3) to generate recommendations and plans for program improvement. Data from 45 elementary schools were analyzed. Satisfaction ratios indicated that instructional time was the least satisfactory of the variables at both high- and low-achieving schools. Results of a discriminant analysis showed that there is a significant difference between high- and low-achieving schools in their perception of reading assessment (including diagnosis and prescription). High-achieving schools were significantly more satisfied with assessment in their reading program than were low-achieving schools. None of the variables successfully differentiated between high- and low-achieving schools in math. Recommendations for program improvement were derived from statistical analyses of school-aggregated satisfaction ratings and from individual school program review team recommendations. (Author/BW)