A previous study that demonstrates that fifth grade non-mobile pupils have higher reading achievement and read at or above grade norm level than comparable fifth grade mobile pupils (regardless of their ethnicity and socioeconomic status) forms the basis for this report. Here, the focus is to follow-up the non-mobile and mobile groups of the previous study who, through the procedure of national organizational change, either remain in their elementary schools (non-mobile), or are sent to an intermediate school for the sixth grade (mobile). Reading achievement scores are analyzed for four groups of pupils: non-mobile remaining in their school, non-mobile attending intermediate school, mobile remaining in their school, and mobile attending intermediate school. This is to compare reading progress between groups in terms of national norms. Data is presented for five Title I and five non-Title I districts and indicates that sixth grade pupils - both mobile and non mobile-who remain in their elementary schools are superior in reading achievement when compared with their sixth grade counterparts who attend the intermediate schools. Also reported is that, within the Title I districts, a higher percentage of sixth grade pupils-both mobile and non-mobile-who remain in their elementary schools, are reading at or above grade norm when compared with those who attend the intermediate school. (Author/AM)