A study evaluated the Reading Alignment Program (which targets priority reading skills and encourages the use of high-performance instructional methods) in the Kansas City, Missouri, School District. Data were collected from the first and third grades of 16 selected schools. The schools were visited to determine the level of implementation of the program, program participants completed questionnaires, and district-wide Iowa Tests of Basic Skills (ITBS) and Missouri Mastery and Achievement Test (MMAT) scores were analyzed. Results indicated that: (1) other district priorities impeded implementation of the program; (2) no improvement was seen in the percentage of schools in which all teachers used the Computer Managed Instruction (CMI) system, compared to a previous summative evaluation of the program; (3) one-third of the teachers continued to teach most, if not all, of the skills covered in the reading manuals; (4) CMI operators reported satisfaction with support for the CMI system; (5) a marked improvement in availability of the system was noted for the 1990-1991 school year; and (6) students from high-implementation schools significantly outperformed students from low-implementation schools at both grade levels and for all tests, with the exception of reading at the third-grade level, for which there was no significant difference. Recommendations suggest that the school district continue to provide implementation support for the program, and that scheduled reading time in school be protected. (Nine tables of data are included, and a list of the indicators of implementation for the Reading Alignment program is attached.) (RS)