This report evaluated a teacher education program designed to improve the quality of instruction for low income students in New York City. A major goal of the program was to increase student reading and English fluency skills. Teachers for the program were trained on college campuses. Each participating school designed its training program to suit its own educational needs. Parent participation in the design of the program was solicited. In addition to the teacher training aspect of the program, 150 students were provided with corrective reading services twice per week and 55 students participated in a small group English as a second language tutoring program. The objectives of the program were improvement of reading achievement, language ability, and teacher instruction ratings as defined by a seven point scale. The methods of evaluation of the program were: assessment of pre and post reading and English language fluency test scores, direct observation of all aspects of the program, interviews with school personnel, and completion of questionnaires by principals who rated teacher performance. The evaluation concluded that of the 129 students tested 52 percent showed significant growth in reading ability and English fluency. Bilingual students had difficulty with language forms. The principals' ratings of teacher performance indicated that teachers exhibited exceptional growth in diagnosis of learning disabilities, corrective instruction, use of instructional materials, procedures for pupil evaluation, methods of individualizing instruction, and techniques of parent involvement. The principal evaluation questionnaire is included in the appendix. (Author/JP)