This report presents supplementary findings for research on reading achievement differences among minority and white students in a desegregating school district, Cleveland, Ohio. The report focuses on elementary school students, and the findings parallel those of a previous report on secondary school students. Information presented includes: (1) comparisons of reading achievement, suspension rates, corporal punishment rates, and nonpromotion ratios among black and white students in schools with high versus schools with low minority-white reading achievement discrepancies; (2) comparisons of students' pretest to posttest achievement gain scores in schools with low minority-white gain score discrepancies; (3) a model that identifies predictors of reading comprehension achievement and suggests that the school's social process factors are more causally related to the academic growth of minorities than of whites; (4) the finding that poverty status is significantly correlated with student achievement; and (5) comparisons of background characteristics and experiences (using data from 1968 to 1981) of students with high scores versus those with low scores on a 1981 standardized reading test. The report suggests that high academic achievement in the upper grades is a predictable outcome of both developmental factors and effective classroom methods. Tables of data are included. (Author/MJL)