This report documents the purpose, procedures and results for each information source used in the evaluation of the 1984-85 State Compensatory Education (SCE) program in the Austin (Texas) Independent School District. The majority of this document presents seven appendices, each devoted to an aspect of the program: (1) Management Information System; (2) School Characteristics and SCE Achievement Gains; (3) Teacher Service Report; (4) Counselor Service Report; (5) Project Achieve; (6) Planner Logs; and (7) Transitional Bilingual Education (TBE). The results indicate four major positive findings. First, in response to the central information need created by the 1984 legislation (House Bill 72) regarding Annual Performance Reports to the Texas Education Agency, a series of computer screens was developed containing school statistics on as many as 23 variables. Second, seventh grade TBE participants made strong gains in the reading, language, and mathematics subscales of the Iowa Tests of Basic Skills (ITBS). Eighth grade (TBE) students made greater than expected gains in reading and mathematics ITBS subscales. Third, all SCE-eligible, Hispanic Limited English Proficient students had access to bilingually certified classroom teachers. Fourth, crisis interventions accounted for only 4% of the total number of counselor interventions. Major findings requiring further action involve teachers' use of pull-out formats; whether full focus was on the funded target population; and Project Achieve's lack of visibility. (KSA)