This study analyzed the progress from 1982 to 1986 of those students adversely affected by prior racial segregation practices in the Cleveland public schools, and compared their progress with that of the non-adversely affected students in the district. These analyses were done in terms of reading comprehension achievement, since that has been viewed as the central measure of academic achievement. Blacks were the only racial group comprising a greater proportion of the adversely affected students than of the non-adversely affected students. The adversely affected students' actual reading comprehension achievement scores were better than expected. However, although the reading comprehension achievement gap between the adversely affected and non-adversely affected student has narrowed from spring of 1982 to spring of 1986 system-wide and for every type of school, the remaining achievement gap between these two student groups is still educationally significant. The trend is positive and encouraging, but more remains to be accomplished. This report includes statistical data tables and figures and concludes with five recommendations. (LHW)