In this interim report, Boston's Title I Secondary Reading/Language Arts and Math Programs for 1980-81 (involving a number of pilot projects) are evaluated. Most participants were satisfied with the administration and supervision of the programs, although middle school principals wanted to see more monitoring and evaluation of Title I personnel. Scheduling was a problem at most schools, and more input from teachers and principals in the student selection process was requested at the middle schools. A sizeable minority of high school Title I teachers wanted the test instrument changed. Staff were generally satisfied with the amount of instruction time and the curriculum. A substantial minority of high school classroom and Title I teachers were dissatisfied with coordination between Title I and the regular program. Materials were rated as excellent at the middle school level and sometimes inappropriate at the high school level. Suggestions for changes in workshops were made, although they were generally regarded as useful. Communication was not altogether satisfactory, with parent communication receiving the lowest ratings. Subjective judgments by middle school staff rated gains in reading and math as the highest. At the high school level, Title I teachers saw more improvement than classroom teachers and Title I paraprofessionals did. Students rated the programs very positively. Although community liaison aides were very active, attendance at Parent Advisory Council meetings was low as was parental involvement overall. (CMG)