The absence of systematic analyses and syntheses of data from hundreds of documents relating to compensatory education constitutes justification for a study unifying and evaluating already available information. Section One of this document introduces the need for such a study and discusses problems and procedures used in conducting and interpreting compensatory education evaluation research. Section Two delineates the status of compensatory education and Title I programs by citing major findings and conclusions from previous efforts, by representing findings graphically on a matrix and by summarizing major studies according to the following categories: academic skills, early childhood programs, affective development, parent and community involvement, staff training, overhaul of schools and school systems. Section Three elaborates on implications for evaluation research by considering exemplary studies of compensatory education, by analyzing survey and national assessment strategies and by proposing some answers to questions about the purpose, design, interpretation and policy determination for evaluation research. Abstracts of relevant literature and numerous programs plus a list of references are interspersed within the text. [Filmed from best available copy.] (WY)