THIS SURVEY WAS DESIGNED TO PROVIDE OPERATIONAL DETAILS ABOUT COMPENSATORY EDUCATION PROGRAMS THAT HAVE BEEN IN EXISTENCE FOR A RELATIVELY LONG PERIOD AND ARE THEREFORE LIKELY TO HAVE ADEQUATE BASES FOR MEANINGFUL EVALUATIONS OF THEIR RESULTS, AND TO SPOTLIGHT GOOD PROGRAMS WITH IMPLICATIONS FOR NATIONAL EDUCATIONAL POLICY. THOSE PROGRAMS WERE SELECTED WHICH HAD GOOD AVAILABLE EVALUATIONS, COULD PRODUCE DATA TO SUPPORT CLAIMS OF SUCCESS, AND PROMISED DELINEATION OF COMMON ELEMENTS IN SUCCESS. GOOD PROGRAMS GENERALLY REQUIRED HIGH PUPIL EXPENDITURES AND ADDED REGULAR AND SPECIALIZED STAFF. SUCCESSFUL PROGRAMS OFFERED A GREATER NUMBER OF MORE INTENSIVE SPECIAL SERVICES THAN LESS SUCCESSFUL PROGRAMS DID. THE SINGLE MOST IMPORTANT ELEMENT IN A PROGRAM'S SUCCESS WAS THE QUALITY OF THE INSTRUCTION BY TEACHERS WHO FELT EMPATHY FOR THE DISADVANTAGED. SUCCESSFUL PROGRAMS TRIED TO PROVIDE A LESS STRUCTURED AND FORMAL ATMOSPHERE THAN THE ORDINARY CLASSROOM OFFERS, AND RECOGNIZED INDIVIDUAL NEEDS. DESPITE THE CLAIM OF SOME EDUCATIONAL EXPERTS THAT COMPENSATORY EDUCATION IS MOST EFFECTIVE WHEN OFFERED TO PRIMARY AND PREPRIMARY PUPILS, THE MOST EFFECTIVE PROGRAMS WERE DESIGNED FOR THE UPPER ELEMENTARY AND HIGH SCHOOL GRADES. RELATIVELY FEW PROGRAMS WERE SET UP ON A CONTROLLED EXPERIMENTAL BASIS, AND, WHERE EVALUATIVE STUDIES WERE CONDUCTED, OUTCOMES WERE OFTEN AMBIGUOUS OR QUESTIONABLE. THE BULK OF THIS DOCUMENT IS A DESCRIPTION OF EACH OF THE COMPENSATORY EDUCATION PROJECTS PARTICIPATING IN THE SURVEY. (AF)