Measures of achievement in reading and mathematics following implementation of different curricular programs for disadvantaged pupils in the New Orleans system are compared. Programs implemented in Grades 4 through 7 include: (1) no compensatory programs; (2) traditional compensatory programs; (3) PLAN (Programmed Learning in Accordance with Needs) as a compensatory program. Pupils in each group were administered the Comprehensive Tests of Basic Skills during March of the years 1976, 1977 and 1978. A comparison of the program revealed that (1) both compensatory programs produce achievement scores as high as or higher than those produced by the schools without compensatory programs for pupils of the same initial achievement; (2) pupils of initial ability above the average for compensatory eligibility programs do unusually well when PLAN is begun early in their school careers; (3) the effect of the PLAN type program appears to be cumulative in mathematics with pupils of lower ability; (4) pupils in compensatory programs may fall back in mathematics during seventh grade. Relevant tables and graphs are appended. (RL)