In this history and analysis of Federal educational projects in the Anacostia area of the District of Columbia from 1967 to 1977 the origins and development of the Anacostia Community School Project (1967-72) and its successor, the Response to Educational Needs Project (1972-77) are described. The requirements of implementation studies are discussed, with particular emphasis on Anacostia's experience. A summary of political events in Anacostia is given. Four major conclusions on the Anacostia experience are presented: (1) that conventional policy making and implementation was inappropriate in Anacostia; (2) that the implementation process occured before the definition of policy; (3) that the Anacostia community had its own concerns separate from those of both Federal and local educational authorities; and (4) participants (community, local, Federal) persistently failed to agree upon a common policy. Implications of the Anacostia experience are discussed. They cover the mutual adjustment scenario, the bargaining scenario, and the political power scenario. A chronological summary of critical events in the history of the Anacostia Community School Project and the Response to Educational Needs Project is included. (Author/MC)