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. This report is a reaction to three papers which were presented at the final session of the conference and which provide, respectively, suggestions for how the effectiveness of Federal compensatory education efforts can be enhanced by increasing coordination among regular classroom reading programs and targeted support programs; redirecting the use of Chapter 1 staff development funds; and using a conceptual model to evaluate the achievement of Chapter 1 students. The report provides an overview of the range of discretion Chapter 1 gives school districts and then comments on the three papers from a legal and policy perspective. Much of the coordination research seems to have focused on problems caused when districts provide little or no coordination. Chapter 1 staff development funds cannot be used for regular classroom teachers or staff specialists who do not serve Chapter 1 students this school year and will not serve them next school year. The same applies to principals. Also the scope of the training does not include matters not "directly related" to the services to be provided. Regarding student achievement, it is important to remember that there is no national Chapter 1 instructional program that is uniform across districts and within districts. The paper concludes that problems of program quality and effectiveness are not the inevitable result of Federal legal provisions. Endnotes and a list of references are included. (PS)