This study assessed the effectiveness of the Classroom Assistant Initiative, launched in 1998 and implemented over 3 years. The initiative provided funding for up to 5,000 new classroom assistants in Scottish elementary schools and issued guidelines for their use. The 2-year evaluation, which began in January 2000, used surveys of education authority representatives and school staff as well as interviews and observations in six case study schools. It explored the association between student achievement and use of classroom assistants, investigated whether the initiative enabled better utilization of teachers, and documented the effects of the initiative on classroom interaction and student learning. Results indicated that the initiative had a very positive impact. Respondents believed that the most important contribution of assistants was their flexibility in supporting teachers and students. Many respondents indicated that having an extra adult in the classroom and freeing up teachers was important. Student achievement improved following implementation of the initiative. Finding time for planning and liaison between teachers and assistants remained problematic throughout. Other concerns included future funding, further developments, availability of training for assistants and teachers, clarification of classroom assistants' roles, allocation of time, and impact of the agreement "A Teaching Profession for the 21st Century" on utilization of classroom assistants. (SM)