A study was done to determine the extent to which children in public high and low poverty schools receive similar services and levels of supports, and whether public schools receiving Chapter 1 assistance appear to have more services and support than do similar non-Chapter 1 schools. The study used data from the base year Schools and Staffing Survey (SASS) and information from the SASS Public School Questionnaire. In order to ensure that differences found were not influenced by differences in school poverty levels, Chapter 1 and non-Chapter 1 schools were grouped into low, medium, and high poverty categories. Specific questions addressed include the following: (1) comparison of services offered; (2) proportion of students in remedial reading and mathematics; (3) likelihood of employing special instructional personnel; (4) likelihood of using volunteers; (5) student/teacher and student/staff ratios; (6) average class size; (7) likelihood of staff receiving special bonuses for working in high priority areas; and (8) likelihood that teachers receive training. Most of the notable differences found were between poverty levels rather than between Chapter 1 and non-Chapter 1 schools. Statistical data are provided in 12 tables, 16 graphs, and an appendix containing 25 additional tables. (JB)