A nationwide sample of kindergarten classes in over 2,000 schools provided information on their use of the SWRL/Ginn Kindergarten Program for the second consecutive year, 1975-76. Replicating an initial inquiry, the data showed that (1) high overall levels of outcome proficiency can be reliably attained in kindergarten reading instruction; (2) pupils from categories representing the full range of racial-ethnic characteristics present in American schools can achieve high levels of proficiency on program outcomes under ordinary school conditions; and (3) variations in program outcome proficiency are systematically related to characteristics of program use and instructional emphasis rather than to imputed personal deficiencies of pupils or their family situations. It was noted that many children in the categories that typically display lower levels of reading proficiency--minority groups and students in ESEA Title I eligible schools, lower income levels, and urban and inner city locations--were not given as much instructional time and did not complete as many units as users in the other categories. The composite picture of program use across the two years of installation shows slight improvements in the overall results attained, resulting from positive adaptions by schools in their manner of program management and use. (Author/MKM)