Because of the effects of the various factors which influence pupil growth and development, and because of the innumerable input measures of a program (measures such as people, places, things, and strategies), the need exists to formulate a model for determining effectiveness and acceptability of a program, and, at the same time, to take into consideration the relative extent to which the factors and measures influence pupil growth and development. This report of pupil performance during the 1971-72 school year represents an application, for the second year, of a model designed to meet this need. The model can be used to identify the relative effectiveness and acceptability of pupil performance in grades two through seven in the Atlanta Public School System. Effectiveness is defined as the degree that a program accomplishes its objectives or its predictions. Acceptability is defined as the level of performance obtained by the pupils in terms of norms or standards. Reading and arithmetic are the two programs incorporated in the profiles. This analysis of achievement in reading comprehension and in arithmetic computation, as measured by the Metropolitan Achievement Tests, focuses attention on pupil accountability, rather than on teacher accountability. (Author/JM)