This volume summarizes the third year of the 3-year Study of Chapter 1 Implementation and addresses how schools have responded to the changes in Chapter 1 created by the Hawkins-Stafford Amendments of 1988. Results are summarized of nationally representative surveys, collected during 1991-92 and the third year of Hawkins-Stafford implementation, of principals, regular classroom teachers, and Chapter 1 teacher/aides in 1,000 Chapter 1 schools. A major finding of the study and a theme throughout the report is the fundamental difference between the highest-poverty elementary schools (at least 75 percent poverty) and the lowest-poverty elementary schools (less than 35 percent poverty). Eight chapters focus on the following topics: (1) characteristics of Chapter 1 schools; (2) Chapter 1 program operations; (3) Chapter 1 instruction and classroom activities that Chapter 1 students reportedly miss while they receive Chapter 1 instruction; (4) coordination of Chapter 1 with regular classroom activities and availability and uses of testing information on Chapter 1 students; (5) schools' efforts to heighten parent involvement and principals' assessment of parental involvement in education and schooling; (6) educational backgrounds of Chapter 1 staff and classroom teachers; (7) staff development; and (8) school reform and improvement. Five appendices provide samples of survey instruments used, study methodology, and backup tables. A three-page "analysis and highlights" of this report published separately is attached. Contains 69 exhibits. (GLR)