Focusing on the basic skills of reading and mathematics, identified as major problems by a fall 1973 needs assessment of the Minneapolis Public Schools, more than 600 Title I supported staff worked to improve the achievement of these children in 43 public and parochial schools. Attempts to measure impact were made, and a number of individual projects were evaluated. Substantial gains for children in grades 7-9 were noted, but these gains could not be attributed solely to the Title I effort. Gains were also noted for several projects involving elementary school children. Three of the five program objectives for 1973-74 were reached. Title I children in 1973-74 did at least as well as Title I children in 1972-73. Title I children maintained their distance relative to non-Title I children. Students in secondary school programs made substantial gains. Long term test score trends showed growth in grades 1-3 for Title I and non-Title I schools. Achievement trend lines for grade 5 and 6 appear flat. Data were not available for grade 4. Evidence suggests that although Title I children in Minneapolis are not falling further behind their non-Title I classmates, changes in student populations suggest that the gap will widen. Recommendations are made. (Author/BJG)