Results are presented from the first two years of implementation of Detroit's Peer Teachers as Mirrors and Monitors Project. The data describe reading and mathematics achievement in grades 1-4 at two schools which participated in the project interventions, and one comparison school. Results indicate that: (1) teachers' appropriate use of time significantly increased; (2) teachers' attendance improved at School One and declined at School Two and the comparison site; (3) attendance for the second year was nearly equal at the two project schools, while the number of days absent at the comparison school almost doubled; (4) student on-task behavior remained almost stable over both years, and was higher at School One; (5) student attendance declined slightly at all three schools during the second year; (6) in both reading and mathematics achievement, School One outperformed School Two, which outperformed the comparison school; and (7) the correlation between academic achievement and time on task was reaffirmed during both years. Suggested explanations of the results are included, as well as equivalent national percentile ranks, a description of the curriculum, and criteria for schools' eligibility. (GDC)