Over 600 students were served by the Reading/Mathematics Lab Program of the Des Moines (Iowa) Independent Community School District. Students enrolled in the mathematics lab at all grade levels attained an increase in mean percentile rank from pre- to post-testing as measured by the Iowa Tests of Basic Skills administered in October 1982 and again in April 1983. The total group of students enrolled in both the reading and mathematics programs mastered in excess of 80 percent of the reading and mathematics objectives introduced to them. Program teachers in both reading and mathematics personally contacted parents of students at a rate that surpassed the criterion indicated in the objective. Three reading teachers contacted parents of all students served. Teachers developed lesson plans and conducted activities that emphasized a multicultural, nonsexist approach infused with the ongoing curriculum according to copies of specific lesson plans submitted by each program teacher to the project coordinator. One of the recommendations was that the program coordinator should examine results obtained on the reading subtest of the Iowa Tests of Basic Skills, particularly in grades 3-6, and steps should be taken to improve achievement at these levels. (Author/BW)