This report focuses on a set of supplemental analyses that were performed on portions of the Emergency School Aid Act (ESAA) evaluation data. The goal of these analyses was to explore additional relationships in the data that might help to inform program policy, to confirm and/or further explicate some of the findings reported earlier, and to put some of the study results (particularly those concerned with student achievement) in a form that might be useful to individuals directly concerned with the operation or evaluation of educational intervention programs such as ESAA. Additional analyses of data from the overall ESAA evaluation concerned standardized achievement test data. These activities included some new analyses, but consisted primarily of efforts to reformat and document the test results in a manner that would make them more informative and useful to individuals operating or evaluating ESAA type programs. Efforts were also made to derive new data indices and composite variables from the existing data. Analyses of indepth study data were also made. These included: (1) relationships among resource use, program coordination, and school success, (2) development of causal models relating school and classroom factors to student achievement gains, and (3) effect on in depth study results of using different definitions of school success. (Author/AM)