The purpose of the demonstration programs in intensive instruction for low-achieving students was essentially to enable school districts to establish and operate exemplary and innovative projects to improve the competence of junior high school students in reading and mathematics. Thirteen original projects moved into their third year of operation during 1971-72 and five new "replication" projects began operation during the year. The students in these effective demonstration programs showed a rate of achievement reached in few compensatory education programs anywhere in the nation. These programs were designed with the goal of raising the performance level of these students to reflect a normal distribution of achievement. This objective was achieved in almost all cases. The few programs that were not successful were terminated. The programs were unique in many ways. They were planned and developed by the staff of each participating school. The principal, the project director, and a carefully selected staff of teachers, aides, and volunteers made decisions at the school level. Students with varying abilities were grouped together heterogeneously. They were usually taught individually or in groups of two or three at least part of each day by the teachers and assistants. In most programs, each student spent some time each week in a learning laboratory where he worked with highly trained teachers and assistants in specific learning activities designed especially for him. Curriculum was developed and prescribed as needed and was based upon a careful diagnosis of learning disabilities. An emphasis on success was the key to the program. (Author/JM)