This study has two major purposes: 1)to report on the numbers of economically and or educationally disadvantaged elementary school students who do and do not receive compensatory services under Title I of the Elementary and Secondary Education Act, and 2)to report on the benefits students derive from such services during more than one school year. During the 1975-76 school year, principals of U.S. public elementary schools were asked to provide brief descriptive information about their schools: geographic location, student enrollment, student poverty and ethnic background, proportion of poor readers, availability and nature of summer programs, and receipt of compensatory funds from different sources. A survey form was sent to each of 5,035 principals and responses were obtained for 5,010 of the schools (99.5% response rate). The results show that compensatory funds in general, and Title I funds in particular, are targeted to a pronounced extent on schools that can be judged the most needy by different criteria. Further, because of the high degree of relationship that exists among schools between their concentration of students from poverty families and their concentration of poor readers, the results suggest that to allocate funds on the basis of high poverty tends also to allocate on the basis of low achievement. Finally, because so many schools with low concentrations of poverty students receive Title I funds, some concern should be given to what should be an adequate level of concentration of funds per pupil in making intra-district allocations. (Author/AM)