A study was conducted to ascertain what influence transferring from one school to another had on students from four ethnic groups and on the overall reading achievement scores in ten selected Title I disadvantaged schools over a five-year period. The approximately 700 sixth grade students involved in the study represented Hispanic, Causasian, Asian, and Black ethinc groups. It was hypothesized that students with no record of transfer would show greater reading achievement progress than would transfer students, that the level of reading achievement would increase with the number of years of residence stability, and that students from the four ethnic groups with no record of transfer would show greater reading achievement than would transfer students from the same groups. The cumulative records and reading scores of the students for a five-year period were examined. Transfer and stable groups (ethnic and overall) along with grade level groups were established and compared. The results indicated that reading achievement scores of transfer students, in all four ethnic groups as well as the overall group, showed no statistically significant differences from the stable group; therefore, the transfer students did not influence the total reading achievement scores to a significant degree. In general, the transfer students did not show improvement in reading achievement regardless of the number of years in the receiving school. (Tables of data are appended.) (Author/FL)