This booklet comprises excerpts from the proceedings of a conference held in Maryland to explore the related themes of accountability and the evaluation of compensatory education. Participants at the conference were administrators, teachers, aides, and parents who met in small-group work sessions. The conference is judged to have succeeded in stimulating exchanges of ideas and self-examination. In addition, several key concepts are considered to have merged as continuous themes, which should be, it is held, taken into consideration in the design of any ESEA Title I program of compensatory education: (1) basic academic skills, with an emphasis on reading and language arts, must be the focus of Title I programs; (2) the trend in compensatory education programs for the disadvantaged is toward prevention of problems rather than remediation of long-entrenched problems; (3) a comprehensive assessment of the needs of the disadvantaged is essential in preparing Title I projects; (4) the key to meaningful evaluation is in the statement of the project's objectives; and (5) evaluation instruments to be used to measure the effects of the project should be expressly and specifically related to the stated objectives and activities of a project. [Because of the poor contrast between the type and the colored pages of the original document, several pages will not be clearly legible in microfilm and hard copy reproduction.] (Author/RJ)