The papers presented at this conference review current research on effective educational practices for low-achieving students and identify those that might be applied to programs funded under Chapter 1 of the Education Consolidation and Improvement Act of 1981. A function assumed by several conference participants was to act as reactor to papers written for a particular session. In this reaction to papers discussing success of delivery of Chapter 1 services, the thesis is developed that school districts should be allowed to use Chapter 1 funds to support programs designed to improve schools serving large numbers of children from poor families, without the necessity of designating specific children as disadvantaged. It is further argued that Chapter 1 should have the option of shifting from student targeting to school targeting. The following arguments are given for those theses: (1) in spite of heroic effort to target students, more non-poor, high-achieving students are receiving compensatory education than are poor, low-achieving students, and only 40 percent of the poor, low achievers are receiving Federally supported compensatory services; (2) schools serving large numbers of poor children are the most difficult schools in which to educate children; (3) student targeting prevents practices that are known to be effective, and encourages practices that are known to be ineffective or may have negative side effects; and (4) school targeting would allow educators to apply what has been learned about school improvement. (PS)