This paper reviews the following studies on the cost-effectiveness of the Chapter 1 compensatory education program: (1) Sustaining Effects Study; (2) Tallmadge Study; (3) the Kiesling Study for Rand; (4) Instructional Dimensions Study; (5) Response to Educational Needs Project Cost-Effectiveness Study; (6) Educational Testing Service/Ragosta Analyses; (7) An EValuation of the Costs of Computer-Assisted Instruction (Levin and Woo); and (8) Recent Cost-Effectiveness Debate. The following components in each study are reviewed: (1) a consistent set of outcome measures from the instructional process; (2) a complete and detailed cost estimate; (3) a well-defined control group; (4) universal or unbiased sample data; and (5) a well-defined methodology. There is no concrete body of evidence that can be said to show that expenditures on Chapter 1 programs are more cost-effective than other instructional practices; there is much diversity among these studies in the focus of the study, the data set and methodology used, and the results obtained. A bibliography is included. (BJV)