This document reviews the range of findings contained in 10 recently commissioned reports on how Chapter 1 programs are implemented and how successful they are in increasing the achievement of disadvantaged students. Although the conclusions of the reports are not the same, there are some developing consensuses. Findings are discussed in the following areas: (1) how are recipients of Chapter 1 services selected? (2) do those who most need the services receive them? (3) among the program structures that have been used (pull-out, add-on, in-class, and replacement) are there reasons to choose one over another? (4) which instructional strategies are used (mastery learning, higher order thinking skills, and computer education), and are they effective? (5) how have parents participated in the programs and are there new ways for them to become involved? and (6) does compensatory education increase achievement? It is concluded that the success of the programs has been mixed in all of the areas listed above. It is clear that low-achieving students need some type of help, but there are some serious problems with Chapter 1 in the following areas: (1) it is not enrichment since it takes students away from other instruction; (2) there are inefficiencies in grouping and regrouping students during the day; and (3) the teaching of Chapter 1 students lags behind research findings on equity and pedagogy. A list of the 10 studies reviewed and 93 endnotes are included. (VM)