This descriptive study investigates the variability in the curriculum pacing decisions of classroom teachers. The effects on the reading achievement and performance gains of first and second grade students in a compensatory education program program are examined. Data were collected from: (1) the Metropolitan Readiness Test results used to select children for Education Consolidation Improvement Act (ECIA) Chapter 1 classes; (2) pretest and posttest administrations of the California Achievement Test, Level II; and (3) student completion percentages of the Scott Foresman basal reading series. Stepwise multiple regression using selection scores, pretest and textbook completion data were performed to predict both the posttest score and achievement gains. A follow-up study of the first grades continuing in the ECIA Chapter 1 program in second grade was also conducted. Results indicated that very few of the ECIA Chapter 1 students promoted to second grade completed the first grade reading programs. Program pacing, as measured by textbook completion data, was a good predictor of future textbook completion. Implications of the variations in completing developmental reading program materials for subsequent achievement and standardized testing are discussed. (BS)