In response to state mandates, the Hawaii Department of Education (HDE) began reporting on the current achievement status and progress of students scoring in the lowest three stanines of the Stanford Achievement Tests (SAT). The Longitudinal Student Achievement Monitoring (LSAM) process is described and evaluated; it was established to monitor low achievers and, eventually, to monitor achievement of all students in the state. The LSAM is designed to analyze students' achievement test scores over 2- and 4-year periods. The SAT is administered annually to 12,000 students at each of four grade levels--grades 3, 6, 8, and 10. This longitudinal analysis used surviving cohorts of students over 2- and 4-year periods from the fall of 1983 to the spring of 1988. The analysis included approximately 7,000 students per grade level. Reading and mathematics test scores on the SAT were used to represent educational achievement in the study. Results of the longitudinal analysis indicate continuous gains in achievement from elementary to high school grade levels. The largest mean gains occur in reading achievement. Programs and services offered by the HDE appear to be the most effective with low achievers for whom achievement mean stanine gains of up to one stanine in both reading and mathematics were found. Six data tables and six graphs are included. (TJH)