This paper describes and evaluates Elementary and Secondary Education Act Title I Programs in New York State. During fiscal year 1974, 812 projects approved by the State Education Department were conducted in 694 districts. Funds allocated to reading, mathematics, bilingual reading, bilingual mathematics, and English as a second language instruction accounted for 96% of the encumbrances reported. Over 62% of the encumbrances reported were directed at teaching reading in English. Typically, the Title I student was of a minority ethnic origin, resided in an urban area in grades one through three, and was falling further behind in grade level at a rate of one-half year for each grade in reading or mathematics in the absence of supplementary instruction. When the instructional treatments were effective, both public and non-public school pupils achieved at a rate of over a month and one-half for each month of participation in the supplementary services of reading and/or mathematics. Pupils in the effective programs who had been falling further behind ceased falling behind and reduced the distance between themselves and their more advantaged peers. (Author/AM)