Focusing on the classification decisions that affect a student's opportunity to learn to read, this document outlines a study analyzing the classification practices in two urban elementary schools in Illinois. Chapter one defines the issue of student classification and its impact on how students are taught to read, examines implications for providing quality educational services, and reviews research methodology. Chapter two presents the service quality model, with its five features, used to focus the research, while chapter three describes the two school districts and their major classification systems, including assignments to mainstream reading programs and special programs. The next three chapters define the three interlinked activities that shape reading-related student classification: (1) establishing the structure for providing services, (2) assessing and placing children, and (3) coordinating and providing instruction. Chapter seven discusses the critical preferred practices that facilitate appropriate classification, including establishing budget priorities, and chapter eight summarizes some key implications to be drawn from this study (such as the need to define standards), comments on selected public policy issues (such as the systemic roots of service quality problems), and proposes a strategy for reform focused on reading. A 25-page report summary is attached. (LLZ)