An investigation into the impact of a variety of compensatory programs upon black students is described. Eighteen junior college programs were described in terms of the instructional approach, the criteria for ingress into the program and egress from it, the type of credit provided, and the response of minority students to these varying characteristics. Two workshops were held, one in Florida and one in Texas, to which persons intimately connected with the programs came. The materials derived from the two workshops and from the analysis of an editorial committee are organized under three major headings: characteristics of compensatory programs, positive and negative impacts upon black students, and suggested changes. Seven specific aspects of the compensatory programs are analyzed: the stated purpose of the program, visible administrative support, criteria for ingress into the program, its credit status, the degree of identifiability of the program, its methods for developing self-concept, counseling support, and criteria for egress. (DB)