Since the implementation of educational reform in California in 1981, the Oxnard School District's efforts to improve student achievement have included the following areas of staff development: curriculum revision; proficiency testing for reading, math, and composition; grade promotion and retention standards; and intersession remediation programs. Results of the California Assessment Program (CAP) for grades 3, 6, and 8 from 1981-82 to 1984-85 improved during this period, as demonstrated by test score summaries. The second observation is that of a significant variation in the racial/ethnic composition of the five year-round education and traditional tracks. Third, a significant variation exists from track to track in the average number of years sixth grade students have been enrolled in the school district. Observational data accompany each section of the report. Subsequent observations concern percentages of English proficient students enrolled in the five tracks, including migrant and disadvantaged children. The conclusion is that academic achievement of students is enhanced by the year-round education program. Test score summaries are included as well as a brief report, "Cognitive Retention and the Migrant Child," and profiles of track test results among students in year-round education and traditional track schools. (CJH)