The second-year evaluation of the Electric Company children's television series used reading tests to assess the skills and concepts addressed on the show. Tests were given in October and May, and teacher questionnaires were administered three times during the second year. Classroom atmosphere during the viewing time was observed as well. The positive impact of the Electric Company on reading skills and student attitudes was as favorable in the second year as in the first, though the size of the impact in the second year was less. One year's viewing seemed to provide the major benefits for students. No particular teacher attitudes or behaviors were consistently found to have a relationship with student reading skill gains as measured by this evaluation. A summary of the first-year evaluation is appended. (CH)