This paper argues that the intent of the Elementary and Secondary Education Act (ESEA) of 1965 and subsequent amendments to improve and equalize educational opportunities for the disadvantaged have been aborted by impotent enforcement and insufficient appropriation of resources. Research findings and highlights from major educational evaluations of ESEA, particularly those concerning Title I of the Act, are presented in support of this argument. Data on achievement rates and achievement regression of ESEA students are provided. Specific reference is made to the poor achievement rates of ESEA Hispanic students and the lack of significant research on this population. Major points made in the paper are summarized and conclusions are discussed. A bibliography is appended. (Author/EB)