This study reviews the extent to which students served by Chapter 1 also received services from other categorical programs. In addition, the characteristics and achievement levels of the singly and multiply served students were reviewed. Findings include the following: (1) children served in two programs are usually served in two different subjects; (2) Chapter 1 migrant students are more likely served by more than one program than Chapter 1 regular students; (3) multiply-served students scored lower in reading and mathematics than did singly-served students; (4) there is a dramatic decrease in special program services in grades 8 and 10 even though test scores at those grades show that students do not have a decreased need for such services; (5) students served in categorical programs are older and more likely male than students not served; (6) multiply-served students tend to be older than singly-served students; (7) Hispanics dominate the Chapter 1 migrant population, and Asians dominate the bilingual population; (8) self-reported absentee rates among special program students do not differ from those of the general population; (9) special program students are less likely to have preschool experiences or day care than the general population; (10) evidence of behavioral problems were present in the records of both the singly- and multiply-served child; and (11) students served by one special program appear to be experiencing only moderate academic difficulty; multiple services were reserved for the most seriously troubled students. Data are presented on 66 tables and figures. Appendices present the survey instruments. (BJV)