The 1983-84 State Compensatory Education (SCE) Program in the Austin Independent School District included several components at the elementary and secondary levels. In 18 elementary schools, 16 full-time and one half-time SCE teachers provided assistance to students at or below the 30th percentile in either language arts/reading or math. Thirty-nine counselors provided counseling services to students at 51 elementary schools. The Secondary Component included writing labs (eight writing lab instructors and a writing lab project specialist) and Transitional Bilingual Education instruction (four teachers served limited-English-proficient junior high students). Elementary reading achievement gains were higher than predicted. Elementary counselors met their goals to increase consultation meetings with parents and contacts with low-achieving students, but did not meet their goal to increase contacts for curriculum activities. The assignment of bilingual teachers was not optimal. Writing lab instructors served a large number of non-low-achieving students while serving less than half of the identified low achievers. (BW)