In January 2000, the Scottish Council for Research in Education began a 2-year evaluation of the Classroom Assistant Initiative, which provided funding for hiring up to 5,000 new classroom assistants in Scottish elementary schools by 2002. The evaluation examined: relationships between student achievement and use of classroom assistants, comparing different models of deployment; whether the initiative enabled better utilization of teacher time; and the effects of the initiative on classroom interaction and students' learning experiences. By September 2001, approximately 4,400 classroom assistants had been hired. Most supported teachers within classes while also doing whole-school administrative and supervisory tasks. Overall, the impact of this initiative was very positive. Teachers and administrators believed that the most important contribution of classroom assistants was their flexibility in supporting both teachers and students. Assistants had an indirect impact on student achievement by allowing teachers to devote more time to teaching. Classroom assistants influenced the way teachers used their time, and classroom practices changed as a result of hiring classroom assistants (e.g., most teachers reported that students spent more time on task, were more motivated, and enjoyed working with the assistants). Five appendixes contain study background, evaluation questions, methodology, annotated questionnaires, and case study schools. (Contains 34 references.) (SM)