Spring 1984 achievement test results for court-identified, minority isolated (MI) schools in the San Diego Unified School District are reported. The Comprehensive Tests of Basic Skills (CTBS) were used to measure progress in the areas of reading, language, and mathematics. Language and math scores trended upwards across grades; reading also improved, but lagged at Grades 5, 6, 9 and 11. Additional data provided for districtwide testing indicated that the "margin of difference" between achievement levels in MI schools and other schools in the district has been reduced substantially since the 1979-80 baseline year. Part I reports interim goal progress for 1984; Part II compares test scores in minority-isolated schools and non-minority schools; Part III describes test scores by ethnic subgroups; and Part IV reports test scores of resident and non-resident students in Voluntary Ethnic Enrollment Program (VEEP) schools. Extensive appendices include the following: (1) court ordered integration plans; (2) historical baseline data; (3) detailed CTBS Test Results for Spring 1984; (4) graphic contrast of CTBS results; (5) degree of attainment of interim goals; (6) number and percent of students tested; (7) summary of achievement gains; (8) 1979-80 and 1983-84 CTBS Test Results; and (9) test results for resident and non-resident students in VEEP schools. (LMO)