This report summarizes evaluation information on reading, writing, and mathematics achievement among elementary and secondary school students in 310 school districts in Massachusetts, after the second year of implementation of the Basic Skills Improvement Policy. The report describes data collection, analysis, and reporting procedures, summarizes major findings for 1981-82, and compares them with findings from 1980-81. The results indicate that: (1) for both 1980-81 and 1981-82, about 90 percent of students evaluated met local minimum standards, achievement was greatest at the lowest elementary level, females performed better than males in all skill areas, and whites had higher achievement levels than minority students; (2) a decrease in the percentage of blacks who met minimum standards between the two evaluation periods increased the gap between white and black achievement; (3) the percentage of students who met minimum standards was generally highest in residential suburbs and the wealthiest communities and lowest in big cities and the poorest communities; and (4) per pupil instructional expenditures did not influence student achievement significantly. Several tables of data are presented in the report. (Author/MJL)