Local Education Agencies in New York State initiated measurement plans that collected reading and mathematics achievement data via criterion-referenced measures during fiscal 1974-75. These measures permitted districts to detect the areas of deficiencies and the approximate instructional levels where Elementary and Secondary Education Act Title I participants encountered such difficulties. Different objectives at one ability level or an objective at differing ability levels may be mastered at different rates by learners with varying intensities of deficiencies. Consequently, the data provide information leading to estimates of expections (success-related) associated with both the learners (who vary as to the magnitude of the deficiencies) and the difficulty of the objective. For example, district planners proposing mastery by 90 percent of the sixth grade participants on a third grade ability level objective are selecting an unreasonable goal when the data indicates that only 46 percent of similar participants were successful in the past. These reports, which are nominally achievement summaries, also provide program managers and subject matter specialists with an indication of what degree of achievement to expect and what areas may be most profitably addressed in short remedial treatments when such needs are identified. (Author/DSE)