The focus of this study was to assess the 17-year-olds' ability to read functional reading tasks and to provide change if and where needed. This was a project between the Menomonee Falls, Wisconsin High Schools (MFHS) and the National Assessment of Educational Progress (NAEP) in the area of reading. Two hundred fourteen 17-year-olds were randomly selected to be tested by local administration guided and directed by NAEP personnel in light reading themes and five reading objectives. The non-parametric sign test was used by NAEP to test for significant differences between the MFHS students and the NAEP Year 02 national and urban fringe respondents. MFHS students read significantly better than the national or urban fringe students on four of the five objectives and equally as well on one objective. MFHS students read significantly better than the national or urban fringe students on seven of the eight reading themes and equally as well on one theme. MFHS-A students read better than MFHS-B students on two of the eight reading themes while MFHS-B students read better than MFHS-A students on four of the eight reading themes. Both MFHS A and B students read equally well on one reading theme. MFHS females read better than the national females tested while MFHS males read better than the national males tested. (Author/MV) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Replication).