This report describes the construction and use of a conceptual framework and procedures for a program-fair, comparative, classroom-focused assessment of 4 kindergarten reading readiness (KRR) programs in kindergarten classes of 115 school districts. Instructional program information systems were developed to provide the means to aggregate and report information on various instructional attributes (such as pacing, proficiency, placement, patterns of use, and user characteristics) of each KRR program. For each program three "maxi" and "mini" assessment forms were prepared. Each class received a composite measurement instrument which included a "maxi" form covering the outcomes of the program used and a "mini" form covering the major outcomes of one of the 3 other programs. Indications of entering proficiency level of children, program implementation and use, biosocial characteristics of pupils and schools, and subsequent reading proficiency of pupils in all programs were also obtained. Data are reported on several descriptive aspects of implementation and on overall program outcome proficiency attained by users on each outcome of the program they used. Also reported is an analysis of outcome proficiency by program use and instructional emphasis, which is intended to take into account the wide range of within-program variability across classes. Cross-program proficiency data are not given. No claims about the comparative effectiveness of programs are made. (RH)