As part of an evaluation study of the Berkeley Unified School District, this impact study was undertaken to determine the effectiveness of the district, schools, and programs in terms of basic skill achievement and to determine the relationship of specified educational variables (such as instruction, staffing, and school attributes, and of student variables such as sex, age, race, or ability) to basic skill achievement. The quantifiable dependent variables which measure impact were used in comparisons between levels of specified independent variables (e.g., instruction, staff to student ratio, student characteristics, school program, etc.) to indicate associations with student achievement. School effectiveness was assessed by measuring change in student achievement in reading and mathematics during the 1974-75 school year. Utilizing district test scores, measures of gain were computed for each school and program and these were compared with mean gains for all other schools to measure relative achievement of each school and program. To determine the relationship of specified educational and student variables to basic skill achievement, California Tests of Basic Skills reading and math scale scores were analyzed in relation to each of the specified independent variables so that the amount of variance could be quantitatively established. Specific strategies and results obtained are reported in detail. (RC)