This report presents an evaluation of the Scottish classroom assistants initiative. The evaluation explored: the relationship between student achievement and use of classroom assistants; whether the initiative enabled better utilization of teaches' time; and the effects of the initiative on classroom interaction and students' learning experiences. Data collection involved education authorities' reports of their pilot programs and surveys and observations of a national sample of education authorities and schools. Key findings include: by August 2000, there were approximately 2,500 classroom assistants in Scottish schools; most assistants were women ages 35-44 years; assistants possessed a variety of educational qualifications; most assistants had previous experience in schools; most were very satisfied with their jobs; most teachers and principals were very satisfied with their assistants; teachers perceived that assistants had reduced the pressure on them by relieving them of routine tasks; the presence of assistants allowed students a wider range of learning experiences; concerns about the initiative focused on funding, training, role clarification, and allocation of assistants' time; and teachers without assistants were concerned that students were being deprived of possible benefits. Four appendixes present details of schools sampled, survey methodology, questionnaires, and case study methodology. (SM)