This report describes the evaluation of the 1973-1974 Distar I and Distar II programs, which were used as Title I programs for first and second graders. Distar I was used with two first grade classes; Distar II was used with two second grade classes. Children who had completed two years of Distar instruction received traditional instruction in third grade. The possible advantages (achievement in arithmetic computation) and disadvantages (inadequate word-meaning, paragraph-meaning, and arithmetic concept skills development), which were indicated in past comparative analyses of the Distar I and II programs, were reexamined. Findings suggest that: (1) the Distar program for first graders had no advantage over conventional instruction in developing oral language ability; (2) the second grade Distar program was strong in spelling, word study skills, and possibly in arithmetic computation; and (3) at the end of the third grade, Distar pupils appeared to perform approximately at grade level with distinct strength in arithmetic computation. Recommendations, including proposed steps toward redefining Title I populations and programs, are suggested. Appendixes contain data tables and other supportive material. (BRT)