A review of the literature on compensatory education programs was conducted to determine the effects of their following design features: (1) instructional setting; (2) class size; (3) ability grouping; and (4) various types of instructors. Remedial instruction in reading, language arts, and mathematics for elementary school students was emphasized. Findings and recommendations include the following: (1) instructional setting is not directly related to student outcomes, so local conditions should determine whether an in-class or pull-out approach is used; (2) while it is clear that teachers need help in meeting the needs of the disadvantaged, there does not seem to be an optimal combination of instructional specialists, aides, or other teachers, so assignments should be based on staff competencies and student needs; and (3) small classes of 15 or fewer heterogeneously grouped students are preferred. One table illustrating the results of the Various Perspectives on the Pull-out Findings of the Instructional Dimensions Study is included. A 16-page list of references is also included. (FMW)