This study attempts to identify points of intersection between two layers of educational reform by analyzing how the goals of the program "Children Achieving" overlap with those of the federal Title I schoolwide programs in the Philadelphia (Pennsylvania) School District. Children Achieving was a district-wide comprehensive restructuring plan. Inevitably, its introduction would change the way in which Title I services were administered. To examine how the Children Achieving reforms interact with the Title I schoolwide projects, the study used a comparative case study method, selecting four inner-city elementary schools for comparison. Two had predominantly African-American enrollment, one was largely Hispanic, and the other contained many students of limited English proficiency. Preliminary findings from this study suggest that Children Achieving is meeting its potential to enhance the Title I schoolwide projects. In spite of political conflicts at high levels of administration, the strategies of the Children Achieving reforms generally mesh well with and are facilitating the implementation of Title I schoolwide projects. The new curriculum and assessment priorities were being assimilated into the activities of professional development, planning sessions, lesson plans, instruction, and testing at the school and classroom levels. (Contains 4 tables and 14 references.) (SLD)