The internal consistency of the Self Assessment Instrument of Chapter 1 Program Quality (SAICPQ) was studied. This instrument is widely used to assess the implementation of exemplary practices in compensatory education. The SAICPQ is a self-report questionnaire consisting of 13 subscales representing correlates of achievement in studies of effective schools and classrooms. Out of a total of 201 educators familiar with Chapter 1 in 40 school districts in four states, 167 educators returned completed self-assessment instruments. The reliability of the total instrument and each subscale was computed. Further analysis then suggested rough ranking of the subscales by the degree of construct integrity. Exploratory factor analyses then further described the relationship of items to subscales. All but two subscales had reliabilities above 0.80, indicating generally strong internal consistency. Analysis suggested that subscales E (staff development) and G (leadership) may be reliable measures of distinct constructs and in little need of revision, but that subscales A (climate) and M (excellence rewarded) did not appear to measure distinct constructs. Exploratory factor analysis also provided moderate evidence of support for the overall construct integrity of the self-assessment instrument. Modifications to improve the internal consistency of the instrument are discussed. Four tables and one graph present study data. The SAICPQ is appended. (SLD)