The original purpose of the Title I program of the "Elementary and Secondary Education Act of 1965" (ESEA) was to provide supplemental services to assist low-achieving students in high-poverty schools, and schools were required to target Title I funds specifically to serve such students. In 1978, the schoolwide program (SWP) option was introduced to provide high-poverty schools with the flexibility to use Title I funds for whole-school approaches to improving achievement for all students in schools with high concentrations of poverty, particularly low-achieving students. Unlike schools using the traditional targeted assistance program (TAP) approach, SWP schools are allowed to consolidate Title I funds with those from other federal, state, and local sources and are not required to ensure that the funds are spent only for specific students identified as low achieving. This study examined how SWPs use their flexibility to design schoolwide services and strategies to address the needs of students who are low achieving and compare these practices with those used by TAP schools. Specifically, the data collected for this study provide insight into the types of services that are supported by Title I funds in SWP and TAP schools, the decision-making processes that inform the use of funds, and the extent to which Title I funds are consolidated or coordinated with other funding sources to support improved student outcomes. [For the results in brief, see ED613345.]