A study of thirteen exemplary compensatory education projects in Elementary Education (nine in reading, four in mathematics) in the State of New York is described in this report. The study, which was designed to investigate and describe specific educational practices so that they could be replicated in other schools, found ten major factors which contribute to exemplary pupil achievement: (1) professional competence among instructional personnel; (2) professional competence among administrators; (3) open communication and rapport among project personnel; (4) faculty involvement in shaping projects; (5) faculty confidence in self and in pupils; (6) faculty awareness of instructional goals; (7) availability and variety of instructional materials; (8) eclectic approach to activities and materials; (9) close involvement of teachers and para-professionals with pupils; (10) flexibility of teaching techniques in response to pupil needs. The primary means of identifying exemplary projects consisted of analyzing the results of standardized achievement tests. The methodology used in collecting data involved interviewing 145 staff members of the selected programs. Comparisons are made between this study (1976) and a national study on compensatory education (1972). (WI)