This evaluation of Cincinnati's Title I projects for the disadvantaged public school students notes that definitive statements about measurable results are unrealistic because the projects were evaluated after only 5 months in operation. However the evaluation establishes baseline data. Information about the 13 Title I projects was gathered from su"veys of teachers, students, and parents, and from academic achievement data. Pupil self-image, promotion rates, attendance, and dropouts were studied. The material is presented under the rubrics of (1) rationale, (2) description of the survey, (3) method of analysis, and (4) results. Tables and graphs summarize project data, and an appendix contains samples of the evaluation instruments. (NH)