The purpose of the study was to determine the longitudinal effects of a Title I reading component on students in grades two through five from 1976 through 1980. The following questions were considered in the analysis of performance among reading participants: (1) Do the same students remain in Title I year after year? (2) Do students who participate in Title I for one year achieve at a higher level and no longer need the compensatory instruction? (3) Do students participating in Title I the first year score too high on the standardized achievement test to be eligible the following year, and become eligible to participate again in the third year? Results indicated that although 29 percent of the students remained in the program for the full four year period, the achievement of 12 percent of the students improved significantly. The remaining 59 percent of the students fluctuated in and out of the program during the four year period. (JCD)