The Growth in Academic Performance Project, the major component of the Cincinnati Public Schools' ECIA (Education Consolidation and Improvement Act) Chapter 1 Program, operated supplementary reading classes in 51 public and 26 nonpublic schools involving 4,891 elementary school students during 1984-85. The four objectives established for that school year were that (1) project pupils have attitudes toward themselves as positive as those of non-project pupils; (2) project pupils have attitudes toward school as positive as those of non-project pupils; (3) opportunities for parent involvement be provided; and (4) inservice training be provided for all project personnel throughout the school year. Chapter 1 teachers and assistants provided 45-50 minutes each day of supplementary reading instruction to groups of five to eight students, worked closely with classroom teachers, and made telephone, personal, and written contact with parents. The national reading achievement objective (a gain, on the average, of seven normal curve equivalents (NCE) between pretest and posttest) was met in grades one through six. The local goals of parent involvement and inservice training were achieved; however the goals regarding student attitude toward self and school were not met. It was recommended that additional efforts be made toward improving student attitudes and increasing parent involvement. (LLZ)