This study found that schooltype does not have a significant effect on reading achievement gain. The study analyzed achievement differences over a 3-year period among White, Black and Hispanic students who attended three different types of elementary schools in the Chicago Public Schools system that have racially mixed student enrollments: desegregated schools, integrated schools, and magnet schools. Findings suggest no real difference among schooltype on reading achievement gain. Race appears to be significantly related to achievement gain only in the fourth grade cohort. Hispanic students gained at about the same rate as white students in all three cohorts. On the whole, minority students had lower gains in the desegregated schools. Group differences that are established early in school or before school diminish as students progress through school. Although groups of students who have initial advantages retain them, no one schooltype gives any one group of students a special advantage or disadvantage. Learning opportunities appear to be equal in the schooltypes and for all students. The report includes charts and tables with statistical results and a list of references. (PS)