THIS SUMMARY AND EVALUATION OF THE ELEMENTARY AND SECONDARY EDUCATION ACT TITLE I PROJECT IN BERKELEY, CALIF., DESCRIBES COMPENSATORY ACTIVITIES IN FOUR TARGET ELEMENTARY SCHOOLS AND TWO TARGET ACHIEVEMENT TRACKS IN CORRECTIVE READING PROGRAMS IN THE HIGH SCHOOLS. THE OBJECTIVES IN THE TARGET ELEMENTARY SCHOOLS WERE TO RAISE EDUCATIONAL ACHIEVEMENT LEVELS (ESPECIALLY COMMUNICATION SKILLS), IMPROVE TEACHER SKILLS IN WORKING WITH DISADVANTAGED PUPILS, FOSTER EQUAL EDUCATION AND DEMOCRATIC ATTITUDES THROUGH SCHOOL INTEGRATION, AND ENCOURAGE POSITIVE PARENT AND STUDENT ATTITUDES TOWARD SCHOOL. METHODS USED TO ACHIEVE THESE GOALS INCLUDED SMALLER CLASSES, ADDITION OF ANCILLARY PERSONNEL, GUIDANCE AND COUNSELING SERVICES, ENRICHMENT, AND INSERVICE PROGRAMS FOR TEACHERS. A NONGRADED PROGRAM WAS USED IN ONE TARGET SCHOOL, AND 230 CHILDREN WERE BUSED TO SEVERAL WHITE MIDDLE-CLASS SCHOOLS. EVALUATION WAS BASED ON ACHIEVEMENT TESTING AND ON ATTITUDE AND OPINION DATA OBTAINED FROM MOTHERS, TEACHERS, AND CHILDREN. HOWEVER, FINDINGS WERE INCONCLUSIVE BECAUSE THE PROJECT WAS IN OPERATION FOR ONLY FOUR MONTHS. IT IS FELT THAT DATA ON FUTURE CHANGES WOULD BE MORE MEANINGFUL IF ACHIEVEMENT TEST BASELINES WERE ESTABLISHED IN TARGET, NONTARGET, AND RECEIVING SCHOOLS. ATTITUDES OF MOTHERS AND TEACHERS WERE GENERALLY FAVORABLE TO THE PROGRAMS, AND THE GUIDANCE FEATURES WERE WELL-RECEIVED. FINDINGS ON THE SUCCESS OF THE ACHIEVEMENT TRACKS IN THE READING PROGRAMS IN THE HIGH SCHOOLS, WHICH ARE ONLY BRIEFLY DESCRIBED, WERE INCONCLUSIVE. (NH)