This report presents a description of the Title I Elementary and Secondary Education Act program in New York State. The report describes the evaluation of programs in reading, mathematics and bilingual education. The project participants were 150,000 Upstate New York children and 150,000 New York City children. Among the findings of the report are the following: the group means for Upstate and New York City children were found to be significantly different and positively related to pretest and posttest distribution in reading and mathematics skills after exposure to Title I services. Approximately 73 upstate and 8,000 New York City non-English or limited English speaking pupils showed improvement beyond their performance at the outset of the projects in English language fluency. About 12,000 bilingual students from both Upstate and New York City demonstrated an increase in their capacity to read English. Moreover, 1,000 Spanish-dominant students increased in their capacity to read Spanish. There were also gains in remedial reading and remedial mathematics for both Upstate and New York City children. (Author/AM)