After outlining the goals, budget, and personnel of the research and evaluation branch of the Dallas Independent School District, the results of 150 program evaluations are summarized and interpreted. Most evaluations are based on achievement gains as measured by standardized achievement tests. Results are often analyzed by district, subdistrict, grade, subtest, and ethnic classification: white, hispanic, or black. In Volume I spring-to-spring achievement gains and trends since 1979 are related to desegregation mandates, enrollment trends, and school holding power. Other sections discuss the Wesman Personnel Classification Test for teacher selection and the Teacher Evaluation Pilot Program; accreditation by the Texas Education Agency state compensatory education programs; the Emergency School Aid Act; and the Title IV-C and Title VII programs. Volume II describes Title I programs for grades kindergarten to six in district and private schools. Their major thrust was instructional with concentration in reading, mathematics, abd bilingual education. Other sections discuss local and externally funded remedial programs; special education, magnet schools, desegregation compliance, applied research on learning, basic skills, and teaching methods; parent involvement; and the Texas Assessment Project for basic skills. (CP)