This process evaluation focused on the compensatory education delivery system in reading and mathematics in the Saginaw (Michigan) School District, which consists of three programs: (1) an elementary academic achievement program that involved 2,105 students, who were taken out of regular classrooms; (2) a secondary academic achievement program that involved 379 students in self-contained classrooms; and (3) an elementary preventive program that involved 200 students in classrooms with student/teacher ratios of approximately 13 to 1. Program participants were screened with the California Achievement Tests. A 65-item needs assessment questionnaire was administered to teachers and administrators in each of the programs. The items, representing 13 categories of functions, were rated on the degree to which they should exist, as well as the degree to which they actually existed. Results were used to generate a priority needs index for each of the items and were also intended to be used in program planning. Functions which consistently received high priority rankings included professional development; parent and community involvement; program goals and objectives; recognition and reward of excellence; coordination with other school programs; program goals and objectives; instructional materials, methods, and approaches; leadership; and expectations of students. The questionnaires and results are appended. (GDC)