An overview of federally funded activities for educationally deprived children in Georgia schools and institutions for fiscal year 1976 is presented in this document. The major directional change for Georgia's ESEA Title I has occurred not in dollars allotted or in numbers of children served, but in concentration of effort. Since 1973, the funds have been concentrated in reading, language arts, oral and written communication, mathematics, and preschool education. Improvements in Title I include the following: a shift from serving all students who are eligible to serving younger children, the improvement of instructional quality through the use of inservice education and teacher aides, the involvement of community and parents, and an emphasis on quality programs for a few children rather than a smattering for many. Evaluation efforts began in 1970 when a sample was drawn from second, fourth, and sixth graders and in both Title I and non-Title I elementary schools in the State. Data analysis showed trends that many more students were in need of instructional services than were receiving them, and that students who were receiving Title I help in reading, mathematics, and English recorded gains slightly higher in those areas than non-Title I pupils in the same school; however, they remained behind in non-Title I schools. Subsequent evaluations are based on local school officials perceptions of the programs as to the degree they are successful or unsuccessful. (Author/AM)