This reaction paper presented at a conference on compensatory education begins with reviews of three studies prepared for the program and staffing session of the conference and dealing respectively with student-to-instructor ratios, instructional setting, and summer programs. The paper then presents the view that huge gains in achievement will not occur through compensatory education, although small gains are possible. These are probably not additive, and the only substantial gains may be those that occur at the early grades. Early childhood education, where programming is content-laden and rich in diverse experiences, probably yields the greatest payoff. Small class sizes, effective teaching practices, and teacher understanding of learning principles and language development can each contribute to increased learning. Programs to increase self-concept per se probably hurt more than they help; classroom instruction that succeeds in developing learning skills while demonstrating the teacher's positive expectation of the student's ability to learn is the correct emphasis. Pullout instruction is not the right approach. Parent involvement will have a positive effect on programming for all students. Elementary Secondary Education Act Title I programs should be based on better theories of how children learn and how they develop abilities to think. Just teaching reading does not provide content knowledge and real long-term assistance. Attached to this report are summaries of research report findings on pullout programs, summer instruction, parent involvement, and other Austin (Texas) Independent School District programs concerned with compensatory education. Lists of references are included. (PS)