THE NATURE AND IMPACT OF OHIO'S TITLE I COMPENSATORY EDUCATION PROJECTS ARE EVALUATED IN THIS REPORT. PROJECT PARTICIPANTS WERE CHARACTERIZED BY LOW ACADEMIC ACHIEVEMENT, WITHDRAWAL AND FEELINGS OF REJECTION, ABSENTEEISM, AND IRRESPONSIBILITY. ONLY 50 PERCENT OF THEM HAD PLANS FOR CONTINUING THEIR EDUCATION WHILE 70 PERCENT OF NONTITLE I PUPILS HAD MADE SUCH PLANS. LANGUAGE ARTS AND READING PROGRAMS AND MOTIVATION IMPROVEMENT ACTIVITIES COMMON TO MANY PROJECTS, WERE CONDUCTED BY MEANS OF INDIVIDUALIZED INSTRUCTION, SPECIAL GROUPING, AND LOWERED PUPIL-TEACHER RATIO. THE INSTRUCTIONAL MEDIA RANKED AS MOST EFFECTIVE WERE LABORATORIES, KITS, AND SPECIAL SETS, WHILE TRADITIONAL TEXTBOOKS AND WORKBOOKS WERE THE LEAST EFFECTIVE. ALTHOUGH MANY PROJECTS REPORTED PERSONNEL SHORTAGES, USE OF TEACHER AIDES AND OF CURRENT STAFF ON AN EXTENDED TIME BASIS SOMEWHAT OFFSET THIS PROBLEM. INSERVICE STAFF TRAINING AND COOPERATIVE ACTIVITIES (E.G., WITH COMMUNITY ACTION AGENCIES) WERE INTEGRAL TO NUMEROUS PROJECTS. PROJECTS WERE FORMALLY EVALUATED BY STANDARDIZED TESTS, OBSERVER REPORTS, AND TEACHER RATING SCALES. IN GENERAL REACTIONS TO THE PROJECT WERE "POSITIVE BUT MIXED." AVERAGE EXPENDITURE PER PUPIL WAS ABOUT $150. APPENDIXES INCLUDE AN ANALYSIS OF INSTRUCTIONAL MEDIA UTILIZATION AND OTHER RELEVANT DATA. MUCH OF THE DATA IN THE REPORT DEAL WITH THE FREQUENCY OF SERVICES OR THE NUMBER OF STUDENTS OR SCHOOL DISTRICTS PARTICIPATING IN A PARTICULAR ACTIVITY. (LB)