A collection of four years worth of data analyzing reading discrepancies for the Cleveland (Ohio) Public Schools is contained in this report, the fourth in a series addressing this issue. An introduction notes that data were gathered to determine the nature and extent of disparities in the reading test scores of elementary and secondary school minority and white students in this district following desegregation. A review of the literature section offers relevant information on performance trends of minority and white students, as well as information on the effects of desegregation on scholastic achievement and the possibility for school improvement. Following a brief method section, the findings section notes a lack of improvement in reading for all students, a preponderance of minority students in the bottom third reading percentile, and lists those schools whose students performed slightly better on reading tests. A final section provides an analytic summary of the report as a whole, and this is followed by a series of recommendations, including the suggestion that children with reading and attendance problems should be identified early, and that more effective strategies for ensuring their success should be implemented at the building level. (Appendixes containing a number of cross tabulation tables and an extensive bibliography are included.) (JC)