THIS REPORT CONTAINS A GENERAL EVALUATION OF KANSAS'S 455 TITLE I COMPENSATORY EDUCATION PROJECTS. IN ONE SECTION GENERAL INFORMATION IS GIVEN ABOUT OPERATION AND SERVICES, DISSEMINATION OF INFORMATION, EVALUATION, PROBLEMS AND MISCONCEPTIONS, COORDINATION WITH COMMUNITY ACTION PROGRAMS, INTERRELATIONSHIP OF TITLE I WITH OTHER TITLES OF THE ELEMENTARY AND SECONDARY EDUCATION ACT, COOPERATIVE PROJECTS BETWEEN DISTRICTS, AND SUPPLEMENTARY MATERIALS. TWO OF THE MAJOR EDUCATIONAL NEEDS OF TITLE I PARTICIPANTS WERE TO READ AT GRADE LEVEL AND TO IMPROVE COMMUNICATION SKILLS. READING, MATHEMATICS, LIBRARY, AND AUDIOVISUAL OR MATERIALS CENTERS PROGRAMS WERE THE FOUR MOST COMMON TYPES OF PROJECT ACTIVITY. OF ALL THE PROGRAMS, REMEDIAL READING WAS JUDGED TO BE THE MOST EFFECTIVE. TO EFFECTIVELY CARRY OUT THESE AND OTHER ACTIVITIES, SUCH APPROACHES AS INDIVIDUAL AND SMALL GROUP INSTRUCTION, SPECIALIZED STAFF, THE PROVISION OF EXTRA PREPARATION TIME FOR TEACHERS, ADDITIONAL EQUIPMENT AND SUPPLIES, AND INSERVICE TEACHER TRAINING WERE USED. SHORTAGES OF TIME, QUALIFIED PERSONNEL, MATERIALS, EQUIPMENT, AND FACILITIES WERE AMONG THE MOST PREVALENT PROBLEMS. IT IS FELT, HOWEVER, THAT TITLE I HAD A SIGNIFICANT IMPACT ON THE PROJECTS' PARTICIPANTS. INCLUDED IN THE TABULAR DATA IS INFORMATION ABOUT STUDENTS' CONTINUING THEIR EDUCATION, DROPOUT RATES, AVERAGE DAILY ATTENDANCE, THE EFFECTIVENESS OF CERTAIN PROJECTS, TYPES OF EDUCATIONAL MEASUREMENTS, AND TEST RESULTS. (LB)