The Academic Achievement Project (AAP) was conceived as a comprehensive plan for the improvement of the learning experiences of students in the public schools of the District of Columbia, primarily in the curriculum areas of reading and mathematics. A number of programs or components constituted the framework through which this project was to be implemented. Success was to be assessed on the basis of reading and math skills improvement as measured by standardized tests administered at the beginning and the end of the school year. However, inasmuch as the AAP itself required the implementation in the schools of the various components which comprise its structure, an examination of the implementation of these components became a basic aspect of the assessment plan. Two mechanisms were used to collect data for the assessment of the implementation of the AAP components: (1) the AAP School Inventory, and (2) the On-Site Study. The AAP School Inventory sought information about the status of implementation of the AAP components at various points throughout the school year from principals and teachers. The On-Site Study was conceived as an in-depth examination of the functioning of selected AAP Components in a representative sample of 20 D. C. elementary and junior high schools. Results of these two mechanisms are presented in detail. (Author/RC)