Six compensatory education projects, all of which were effective, are analyzed. The purpose of the Project Information Packages (PIPs) mandated by the United States Office of Education (USOE) was to determine whether compensatory projects could be packaged with sufficient clarity and in sufficient detail to encourage and enable their replication at sites where educational needs had not been adequately met by existing programs of instruction. The three stages of replication: selection/adoption, start-up, and operation are examined and analyzed. The major problems in describing the replication mechanism are explored. These concerned the differences between effective projects in the areas of: management and instructional features of the projects and in the role of the individual teacher in determining the instruction of the student. (JP)