This evaluation sampled 150 pairs of schools (50 pairs of high schools and 100 pairs of elementary schools) eligible for ESAP funds, randomly designating one school from each pair as a control school to receive no ESAP funds and using a flip of the coin to so designate. The first volume of the report comprises four chapters and seven appendices. Chapter 1 has as main purposes (i) to describe the study in terms of experimental design, sampling, data collection, analysis method, and overall logic of analysis, and (ii) to determine how ESAP funds were translated into activities undertaken by each school. Chapters 2 and 3 report the evaluation results--Chapter 2 studying ESAP's impact on student attitudes toward integration, and Chapter 3, ESAP's effect on student achievement. Chapter 4 briefly states the conclusions of the study and their implications for policy recommendations. The first 3 appendices (A, B, and C) are analyses of the material in Chapters 1-3. Appendix D is an analysis of the achievement test used, E describes the scales constructed, and F the sample. Appendix G presents intercorrelations among the program variables. The main finding of the study was that black male students in the experimental schools had achievement scores one-half grade level higher than those in the control schools. Among the recommendations were: that programs like the ESAP should be maintained, federal pressure to eliminate classroom segregation should be maintained, and federal policy regarding achievement grouping should be more flexible. [Some of the tabular materials are not clearly legible due to the print quality in the original.] (Author/RJ)