The Title I Umbrella Program provided compensatory instruction in reading, mathematics, and writing to 24,000 mildly or moderately handicapped students in New York City. The program was comprised of seven discrete components for the remediation of reading and writing skills, five after-school models, and two components for the remediation of math skills in a variety of school settings (integrated public schools, special public schools for handicapped students, and non-public schools). Individual components were distinguished by: (1) the type of school served; (2) the size of Title I eligible handicapped population in these schools; (3) the characteristics of the target students; (4) instructional approach; and (5) the instruments used to evaluate pupil achievement and program implementation. Evaluation of the program is based upon quantitative data on pupil achievement and qualitative data on program implementation. Chapters two through six present the findings of the five components that served students in integrated public schools. Chapters seven and eight present the findings for the Special Schools Model and the Non-Public Schools Model respectively. Chapter nine presents the findings for the Prescriptive Math Model, which operated in integrated public schools, and chapter ten presents the findings for the five after-school components. Conclusions and recommendations are stated in the final chapter, and student achievement scores within each content area of the program components are reported in data tables. (Author/JCD)