This 1975-76 final evaluation report of the Elementary Secondary Education Act Title I programs, in the Washington, D.C. public schools is divided in two parts. Part one focuses on the program's creation, purposes, goals, objectives, and administration. Part two describes the relationship between school achievement and student characteristics. Part one involves the following areas: a description of the target group, population figures, goals, purposes, objectives, and impact of the program on the exceptional student; a delineation of the recommendations based upon the characteristics of Title I students, types of programs offered, and educational outcomes; an outline of the legislative creation, program responsibilities, types of financial assistance offered, and the unique administrative structure of the D.C public school system. Also, target areas, eligibility requirements, student development and achievement goals, program design and implementation, evaluation, and dissemination of information are discussed as is an outline of the general design strategy. Part two of the evaluation accomplishes the following: summarizes selected characteristics of Title I students compared to their non-Title I peers; explores in detail the effects of the Title I program on achievement; elaborates upon some of the relationships between self concept, student achievement, and classroom behavior; examines the relationships between motor, psychomotor, perceptual motor domains and achievement of male and female, Title I and non-Title I students; contains a brief description of the cognitive theory proposed by Jean Piaget. Also, the relationship between Piagetian conservation ability and avhievement in both mathematics and reading is investigated; analyzes data regarding teachers, educational aids, inservice training, teacher attitudes, and class management relative to the instructional processes; comments on the relationship between school administration and ancillary services in terms of their functions in delivering support to the instructional program; describes the characteristics of handicapped students and special instructional programs for these students; gives some attention to the private school students' achievement, eligibility requirements, instructional programs, and school personnel. Numerous tables, charts, and an appendix are included. (JP)