Since a large number of the pupils at each of the three schools examined in this document had shown a need for compensatory services, they were classified as Title I schools and thus were qualified to receive supplementary funds and additional personnel through Title I, 1965 Elementary and Secondary Education Act grant allocations. In addition, instructional assistance was available through the local Comprehensive Instructional Program to assist the faculties in implementing their programs. The nongraded instructional program at Reynolds School, incorporating the team teaching concept, was developed specifically to attempt to meet the identified needs of the pupil population. The Robinson School program was directed toward developing and improving the reading skills of the pupils in the elementary grades. A secondary focus was a new experimental approach toward individualizing mathematics. At C.W. Hill School seeking approaches to raise the performance levels of the pupils was a major concern of the staff. Based on the rationale that early development of basic reading skills is very important to future success, grades one through three were chosen for indepth study. Special emphases were also placed on the lowest achievers since special activities in reading were planned to improve their performance. (Author/JM)