This evaluation attempts to measure the extent and effectiveness of ESEA Title I programs designed to meet the needs of disadvantaged children and apprizes the public and the legislature of program outcomes. Evaluations are based on estimates of change in student performance and behavior that could be related to each of the program areas; staff observations by evaluators from George Washington University and the District of Columbia schools; teacher evaluations of changes in student attitudes and performance; and information from questionnaires. A summary and conclusions are also provided. (Computer printouts on pages A59-82 may reproduce poorly.) (Author/JF)