This document evaluates the 1989 and 1990 Reading Improvement Program, which aimed to enhance and support 330 local schools in the implementation of Chicago (Illinois) Public Schools' goals for reading and language arts in kindergarten through grade 6. The program focused on improving instruction and reading achievement. Program features included reading resource teachers, bilingual classroom teachers, reduced class size, after-school tutoring, staff development, parent involvement, attendance incentive, and enrichment reading. The evaluation used student pretest and posttest data, observations, and eight behavioral outcomes to assess the program's success. With the exception of seventh and eight grade tutors in an after-school component, achievement goals were not met. The reading resource teachers did not spend the expected time on individual instruction but rather focused on group instruction and on coordinating materials and students. Despite overcrowding and time constraints, many children did receive attention from bilingual classroom teachers. Teachers did not use the reduced class size concept extensively. Many benefits from the after-school tutoring program were reported. Extensive staff development occurred at most sites. Funds to develop parent involvement plans yielded a wide diversity of activities. Attendance improvement efforts had mixed results. The recreational and enrichment reading component produced positive results. Statistical data are provided in 29 tables. (JB)