School districts receiving Chapter 1 funds are to conduct a study of sustained effects once every 3 years and to use the results for planning future Chapter 1 programs. As part of this effort, the Columbus (Ohio) public schools conducted pretest-to-posttest, posttest-to-sustained effect, and pretest-to-sustained effect studies of 4,031 students in grades 2 through 7 who participated in Chapter 1 reading and mathematics programs in the 1992-93 school year. Data for 16 analysis groups (reading and mathematics at different levels were collected in April of 1992 (pretest), 1993 (posttest), and 1994 (sustained effects). Those who exited the Chapter 1 program had the highest posttest scores on average, but lost a substantial portion of this gain in the posttest-to-sustained effect period. At least 50 percent of students in 14 of the 16 study groups had positive pretest-to-sustained effect change values, higher than those of "evaluation" (comparison) groups. The results agree with the findings of the similar sustained effects study for 1989-91. Twenty-two figures and 24 tables are included. (Contains 3 references.) (SLD)