Multiple reading measures and writing measures were administered to 256 second graders and 251 fifth graders. A canonical correlational analysis, grade level analyses, and cohort analyses for beginning and proficient readers were performed. Reading or writing never explained more than 43 percent of the variance in the opposite test set. (Author/BS)

Describes how the College Board, under the auspices of the Equality Project, is collaborating with school and college educators to bring about school reform, with special attention given to the writing component of the curriculum. (HOD)