It is claimed that the funded program, the subject of this study, never existed per se, except on paper. It was found that over half of the schools did not receive new project personnel designated under program guidelines. Moreover, substantial numbers of principals and teachers did not even know their schools were participating in the program. Yet evaluation gleaned from school personnel was found highly favorable even though no concrete effects could be identified in attendance and achievement data. The positive personnel evaluation is accounted for by the suggestion that project funds were actually used to support an already established curriculum of remedial instruction. Discussions and charts of the findings of classroom observations, attendance, and reading achievement, and evaluations of principals, project personnel, and teachers are, nevertheless, described. (KG)