The California Achievement Test was given each Spring, 1981-1985, to all students in grades kindergarten through 11 in the Oklahoma City Public Schools. The results in reading and mathematics were interpreted in relation to: (1) national norms and point-in-time scores; (2) local students in the same grade in previous years; and (3) gain (or loss), among the same students, from one year to the next. Criterion-referenced reading and mathematics inventories were also administered in some of the grades to identify areas of strength and weakness. The overall trend for point-in-time scores was upward at most grade levels in both reading and mathematics, particularly in mathematics and after 1983-84 when the district instituted several new policies with specific achievement goals. For 1984-85 the median percentiles, compared to the national medians, were 48 for reading and 54 for mathematics. The percentage of students scoring at or above the national 50th percentiles in 1984-85 also increased from 48 to 49 percent in reading and from 52 to 55 percent in mathematics. In terms of normal curve equivalent score (NCE) gain, 1984-85 scores were lower than the previous year; nevertheless, over half the group showed progress equal to or greater than the national norm. (JGL)