This study (one portion of a larger study) was designed to identify the characteristics of Elementary and Secondary Education Act Title I basic skills programs in institutions for neglected or delinquent youth that appeared to be effective in producing student achievement gains. The study attempted to contrast small samples of more effective and less effective institutions to determine the sources of different outcomes with respect to achievement. It paid particular attention to measures of instructional exposure, including student class absences and the amount of exposure to reading-related and math-related tasks. Nine institutions were studied for a twelve week period. Data were collected through criterion and norm referenced achievement tests administered to students, classroom and site observations, attendance and enrollment records, and staff questionnaires. Tables of data are included and appended. Case studies of the nine institutions that participated in the study are also appended. (Author/MK)