The general objective of this study is to assist in the improvement of compensatory education programs in Massachusetts through modifications of current programs based on evaluations specific enough to permit the formulation of concrete recommendations for improvement. A 10 percent sample of projects was chosen for study as theoretically representative of the total Statewide Title I program. Each project was visited an average of between two and three times by a trained observer. Additionally, a survey was taken of all school district superintendents in April 1969. The findings of the study point to four characteristics of compensatory education as presently conceived and practiced in Massachusetts, which keep it from efficiently producing significant results of a permanent nature: (1) Lack of explicit objectives, operationally defined, which deal with the basic problems of the disadvantaged child; (2) Lack of sound designs for evaluating programs; (3) Lack of model compensatory education programs, which demonstrate appropriate curricula and effective teaching methods; and, (4) A critical shortage of well-trained compensatory education manpower. (Author/JM)