The pullout model is the model most widely used for Chapter 1 programs. This model involves taking students out of their regular classroom for one or more class periods to receive instruction from a Chapter 1 teacher. Problems associated with the pullout model include lack of coordination between the pullout class and the regular classroom. This…

This document is designed to assist administrators and teachers in developing high quality pre-kindergarten programs which comply with Chapter 1 regulations and guidelines. Information is provided on administration, design, and implementation of programs for disadvantaged young children, as well as on appropriate instructional practices for…

Illustrates the potential for inconsistent interpretations of the statutory regulations of the Education Consolidation Improvement Act by describing the different approaches Connecticut, Arizona, New York, and Mississippi are taking in implementing the law. (CMG)

Information about the utilization of Chapter 1 funds in South Carolina is presented for the years 1982-86. Tables and descriptions illustrate the impact of Chapter 1 programs and identify those projects exhibiting the greatest gains in terms of student achievement. Projects covered readiness, reading, and mathematics. The following types of data…

Seven alternative approaches used by school districts dissatisfied with the Chapter 1 pullout model are described in this paper. The problems the districts encountered are discussed, and the viability of implementing similar programs in other districts is assessed. The seven programs include two replacement models, two aide-based delivery service…

This report presents the findings of a survey of 51 State Directors of the Chapter 1 compensatory education program taken for the purpose of gathering a current database of information analyzing the effectiveness of implementation of the Chapter 1 program, as amended by the Hawkins-Stafford School Improvement Amendments of 1988. The survey…

Describes a restructured Chapter 1 program that provided supplemental support within the students' classrooms to raise expectations for Chapter 1 students' performance. Notes that expectations of teachers and students increased; portfolios of student work showed steady improvement in reading comprehension and writing ability; and standardized test…

Chapter 1 In-Class programs are designed to improve the curriculum and instruction for Chapter 1 students, increase coordination and student time on task, enhance student self-esteem, and increase the student's academic achievement and test scores. This report describes a Chapter 1 In-Class Service model used within the Newark (Ohio) school…

Presents a three-year case study of a Chapter 1 Schoolwide Project's (SWP) implementation and effects. The school environment prior to SWP, the program's development, and results are discussed. During the years of SWP status, teacher development, parental involvement, student attendance, and academic achievement all reveal dramatic improvements.…

This report presents findings from a study of state and local administration of Chapter 1 of the Education Consolidation and Improvement Act. The report is divided into six chapters. Chapter 1 presents an overview of the history of Title 1/Chapter 1 and the major conclusions of the study. Chapter 2 describes current administrative practices and…

The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This brochure describes a two-volume book that provides examples of schools and communities working together to provide children with more time to learn. The strategies…

Implementation of schoolwide projects in Philadelphia (Pennsylvania) illustrates some of the conceptual problems associated with the Hawkins Stafford accountability amendments to the Chapter 1 supplementary education program. Unintended negative consequences are discussed, and recommendations are made to overcome these problems, including the…

This interim study was conducted to provide descriptive and analytic information about Chapter 1 program operations during the second year of implementation of the Hawkins Stafford Act amendments to the Elementary and Secondary Education Act. Data were collected through a mail survey administered to Chapter 1 coordinators in 1,600 school…

This report describes early intervention activities in Maryland funded by Consolidated Local Implementation Grants from July 1991 through June 1992. This program is the single grant mechanism through which local agencies in Maryland receive funding for early intervention services from Parts B and H of the federal Individuals with Disabilities…

This report summarizes the 1989-90 State Performance Reports for the Chapter 1 Basic Grants to Local Educational Agencies (LEAs) and the Chapter 1 State Agency Neglected or Delinquent Program. The Neglected or Delinquent Program served youths in state-operated adult and juvenile correctional facilities and facilities for neglected children. The…