The aim of this study was to identify those characteristics of compensatory education programs most likely to be associated with success and failure respectively in producing measured benefits of cognitive achievement. Eighteen well-designed, successful programs were compared with 25 matching, unsuccessful programs. The first group was selected in an earlier study, OEC-0-8-089013-3515(010), from over 1000 surveyed. Unsuccessful programs were selected in this study from the same sample. Tallies of 91 program components were prepared. Each successful program was then compared with one or two matching unsuccessful programs. The component composition of these programs was analyzed both qualitatively and quantitatively. Resulting recommendations for establishing sound programs were, for Preschool programs: a)careful planning, including statement of objectives; b) teacher training in the methods of the programs; c) instruction and materials closely relevant to the objectives; Elementary programs: a) academic objectives clearly stated; b)active parental involvement, particularly as motivators; c) individual attention for pupils' learning problems; d) high intensity of treatment; Secondary programs: a) academic objectives clearly stated; b) individualization of instruction; c)directly relevant instruction. (ON)