An evaluation system for use with Elementary and Secondary Education Act (ESEA) Title I programs has been developed by RMC Research Corporation of Mountain View, California under contract with USOE. The system presently addresses cognitive achievement impact using three statistical designs, each of which may be implemented using either norm referenced or nonnormed tests. The reading and mathematics components of the District of Columbia Title I program was evaluated using both types of tests and two of the three models. The third analysis design was initially considered for implementation, but serious violations of its requirements by the data disqualified that model for eventual usage with this year's District of Columbia data. This paper presents a description of the three models and the results derived from implementing two of the three. Additionally, a differential growth rate associated with development as evidenced in the norms tables of various currently used instruments is discussed and potential areas of further research are highlighted. (Author/RC)