This study was the third in a series, and its primary objective was the identification and description of successful compensatory educational programs for disadvantaged children. Programs were considered successful if they demonstrated cognitive benefits that were statistically and educationally significant. The second objective of this study was to determine the state-of-the-art in noncognitive benefit assessment based on a review of affective and social benefit evaluations of successful programs. After many evaluation reports were reviewed and site visits made, several programs were identified as successful and were then subject to closer analysis. The study concludes that very few compensatory education programs have clearly demonstrated success. Clearly, improvements must be made in program evaluation before the effectiveness of such programs can be fairly assessed. Descriptions and analyses of some successful programs are included. (Author/JW)