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This report presents the findings of a study that examined the impact of compensatory education services on children’s academic achievement in grades 1 to 6. Examination of data from the 1976-79 Sustaining Effects Study of Title I revealed the following major conclusions: (1) small positive gains in reading achievement are related to participation in Title I programs; (2) the estimated impact of Title I on children’s achievement is sensitive to the definition of a control group; and (3) teacher judgment may be included in the selection and achievement process. The results of the analysis do not clarify the issue examined; results are dependent upon the formulation of the control group: one formulation used in the study showed positive results of Title I on achievement while the other three used generally showed no effects. There are the following possible explanations for this inconsistency: (1) the specification of the process by which students are selected for Title I services is critical; and (2) the measurement of program participation ignores variety in the services provided and in the intensity of participation. Data are presented on seven tables and figures. Two appendices provide the technical models used. A list of references is included. (BJV)