This paper is the second report on the purpose, methodology, and results of a large-scale statistical analysis of standardized test scores from Chicago public elementary schools for 1988 and 1989. Major purposes were to develop methods for measuring student improvement (change) at the individual and school levels, to find ways of identifying improving schools, and to develop a better knowledge of the correlates of student and school improvement, especially with respect to school reform under the Chicago School Reform Act. Large-scale databases of student test scores are being used, including scores on the Iowa Tests of Basic Skills. Analytic issues included the metric to be used in modeling growth, the accuracy of any assessment of change, the problem of student mobility, and a way of reporting growth results at the school level. Predicted gains to be used in deriving school improvement indices were calculated for norming samples of between 5,800 and 6,300 students at each grade level. Actual results for four schools were examined in the construction of growth indices. The next step will be establishing a more reliable 2-year baseline and index scores for particular programs. Correlates of school improvement will be further defined, and additional student level data will be obtained. Appendix A contains 14 bar graphs. Appendix B and Appendix C contain eight tables of analysis results. There is a 10-item list of references. (SLD)