This paper evaluates the Emergency School Aid Act (ESAA) Basic and Pilot Project Grant Programs. Among the major questions addressed in the evaluation were: What kinds of students participate in the programs, what kinds of districts and schools receive support, what are the funding patterns, how are the funds translated into services, how successfully are services targeted toward needy students, what is the short-term and long-term national impact of the program, and what kinds of school programs have most successfully produced gains in student achievement? The general design of the evaluation was one of contrasting the performance of two groups of students: those participating in an ESAA-funded program and comparable students not participating in such a program. Findings indicate that by the end of the third year, the program appeared to have had some impact on student achievement. This impact was limited to the Basic Elementary sample. With regard to effective program attributes, student achievement was higher in those programs where (a) there was strong administrative leadership behind the program, (b) instructional practices relied heavily on the use of behavioral objectives and individualized instruction, and (c) emphasis was placed on equality of educational opportunity. The program did not appear to have had any effect on student perception of school climate. (Author/AM)