Despite the demonstrated need for better basic skills among adolescents and growing public concern over the condition of urban junior high schools, only a small proportion of ESEA Title I money is used to help students beyond the sixth grade. This study was designed to determine what Federal, State and local resources are being used to assist educationally disadvantaged older students and how programs for these students are different from programs designed primarily for the elementary grades. Seven states were selected for the study: Arizona, California, Michigan, Missouri, Nebraska, South Carolina, and Vermont. Findings from each state are discussed. It was found that despite substantial obstacles, most secondary schools and their faculties recognize the need for compensatory education for adolescents and are willing to provide such help when strong leadership is available. The complexity of Title I projects for older students is discussed. Five common project designs for the secondary grades are described. Processes for selection and training of staff members are also reviewed. Although a number of problems (such as testing, and program overlap and conflict) with Title I programs for older students are identified, the conclusions drawn about the future of these programs are optimistic. Appended to this document are tables on Title I participation by grade level, a discussion of the study methodology and of the concept of basic skills in reading, and different States' requirements for professional reading personnel. A list of references is also included. (Author/GC)