Three types of programs were operative in the Atlanta public elementary schools, the first of which was funded under Title I of the 1965 Elementary Secondary Education Act. This type of program entailed the hiring of the following staff: (1) lead teachers, who performed varied duties in relation to improving the reading instructional program; (2) educational aides, who were assigned to schools on the basis of enrollment; and, (3) social workers, who were primarily involved in activities to improve attendance. The Comprehensive Instructional Program (CIP) was directed toward improving achievement in reading and, for the first time this year, also in mathematics. Through the CIP, each school was encouraged to develop behaviorally stated objectives directed at improving the reading and mathematics instruction. The Follow Through Project was designed for disadvantaged pupils. Follow Through made use of the Interdependent Learning Model, a games approach to learning. The project utilized a specialized method of teaching phonics skills, and offered special instruction in music, art, speech, and inactive communication. In addition, medical and dental care and psychological guidance was offered to all eligible pupils. The performance of the Follow Through pupils was evaluated on the basis of the Follow Through Phonics Skills Test, the Metropolitan Readiness Tests, the Metropolitan Achievement Tests, the Self Appraisal Inventory, and the Test of Attitudes of Children. (Author/JM)