To review the effectiveness of federal and state government funded programs in the Chicago public school system, this study analyzed data collected during the 1983-84 and 1984-85 school years to determine whether the positions funded from these programs were located to meet the specific needs of students. Researchers collected data identifying the location of positions (by program). Information was additionally gathered from board of education documents and from individual school and district level sources on poverty, reading scores, students with limited English proficiency, and racial composition. An analysis yields the following findings: (1) the programs are located throughout the school system as expected; (2) enrichment positions are distributed according to low income, but not race; (3) bilingual positions are concentrated in schools with substantial numbers of students with limited English proficiency, not necessarily among Hispanic students; (4) early childhood positions are not as concentrated in poverty areas as expected; (5) locations of vocational education and special education positions are not related to either race or poverty; and (6) staffing has comparable levels of contact personnel in classrooms, but fewer teachers and more teaching aides are utilized. An appendix provides 26 pages of data interpretation. (CJH)