This report evaluates the Chapter 1 Program in Community High School District #218 in Cincinnati, Ohio. It covers the following four areas: description of the program, comparison between sites, program conformity with stated goals, and assessment of impact on students. The evaluators found much variation between sites. The mathematics program is more successful in achieving program goals than the English program, as indicated by the finding that mathematics achievement test scores are higher for each grade level than English gain scores. The most important reason for this discrepancy is that time spent on instruction in mathematics classes (68%) is much higher than that spent in English classes (36%). Other influential factors are attendance, variations from site to site, and the fact that mathematics course objectives are correlated more closely with program objectives. Chapter 1 teachers were found to have accepted mastery learning as an effective instructional strategy. Recommendations include the following: (1) align the English curriculum more closely with the Chapter 1 program goals and objectives; (2) increase the amount of instructional supervision in the classrooms; (3) improve communication between the building level staff who place Chapter 1 students and the Chapter 1 staff; and (4) to improve time-on-task percentages, conduct monthly observations, with anecdotal records kept on specific teacher and student behaviors that are interfering with effective instruction. Appendices include a list of documents used in the study, sample survey forms, and the program evaluation proposal. (KH)