Fifth in a series of studies examining reading discrepancies in Cleveland, Ohio public schools, this report analyzed the spring 1986-1987 reading data so that accurate and usable information and recommendations would be available to decision-makers for related planning, curriculum design, and implementation functions of the district. Students in grades 1-12 were given the Comprehensive Test of Basic Skills (CTBS) in the spring of 1986 and the California Achievement Test (CAT) in the spring of 1987. Race, sex, grade level, and adversely affected status subgroups of students were described and compared. Findings included declines in reading achievement for the average student, attributed to the replacement of the CTBS with the CAT; lower scores for the adversely affected, reversing a 5-year trend; Asian and Pacific Islander racial groups having the best average posttest and gain score of any racial group, with Hispanics and Blacks scoring among the bottom three racial groups; for every race and sex group, higher average daily attendance rate for those having better reading comprehension achievement scores; girls scoring higher than boys in reading comprehension; a significantly greater proportion of adversely affected students in the bottom one-third reading group, as well as Black and Hispanic students; a significant drop in average reading scores in grade 7; and reading comprehension gains during 1986-1987 were no greater in the original set of Project Perform schools than in comparison schools. (Fifteen figures, 10 tables of data, and four appendixes of computer-generated data are included.) (RS)