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.…

Examination of the United States Department of Education's administration of staff and funds for the implementation of Chapter 1 of the Education Consolidation and Improvement Act from fiscal year (FY) 1981 to FY 1986 revealed the following information: (1) the number of staff assigned to administer the Chapter 1 program declined dramatically, as…

Over time, compensatory education has become an increasingly institutionalized and effective Federal program, characterized by the following: (1) cooperation; (2) mutual accommodation on the part of national, state, and local officials; (3) ready acquiescence to Federal guidelines at the state and local level; and (4) shared responsibility among…

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…

This book is a resource for educators in any setting who are trying to implement school support teams. New legislation requires states to establish systems of intensive and sustained support for schools that receive Title I funds. School support teams are to become the primary component of these systems. These support teams, external groups of…

The Chapter 1 Program Improvement Project of the Portland (Oregon) Public Schools was designed to provide technical assistance to schools in order to facilitate program change and improve student achievement. The project was a joint effort by the Technical Assistance Center of the Northwest Regional Educational Center and the Portland District…

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…

This paper presents a general model that state and local educational agencies can follow in implementing Chapter 1 requirements for student program improvement. The model follows Chapter 1 statute and regulations, focuses efforts at program improvement on the educational needs of individual students, and is general enough that it can be adapted to…

This paper describes: the development and implementation of Schoolwide Projects (SWPs) in the School District of Philadelphia (Pennsylvania); evaluation models permitted by Chapter 1 regulation and policy; ways these models were used in Philadelphia and results that were obtained; and approaches that are sensitive to the effects of SWPs. The…

This study was conducted to identify a difference between preschool teachers' and school-based administrators' perceptions of critical issues and the numerical ranking assigned to those issues in the Charlotte-Mecklenburg Schools' (North Carolina) Chapter 1 Preschool Program. The study tested three hypotheses, and sought to ascertain what teachers…

As one of five field studies in the National Assessment of Chapter 1, this project studied the design and operations of the Chapter 1 program at the point of service delivery. Examination of the program at 24 schools revealed the following: (1) inflationary pressure on Chapter 1 budgets affected design decisions among schools; (2) cross-site…

This volume summarizes the third year of the 3-year Study of Chapter 1 Implementation and addresses how schools have responded to the changes in Chapter 1 created by the Hawkins-Stafford Amendments of 1988. Results are summarized of nationally representative surveys, collected during 1991-92 and the third year of Hawkins-Stafford implementation,…

In the 20 years since the major Federal program for the disadvantaged began, surprisingly little has changed from its original vision. It is now time to question some of the basic policies of Chapter 1 of the Education Consolidation and Improvement Act in view of the change in conceptions about the Federal role and the recent state and local…

Presented are numerous ideas for workshop and in-service activities designed to involve parents as team members in the planning and implementation of the Chapter 1, Educational Consolidation and Improvement Act (ECIA) programs of Missouri schools. Also provided are suggestions for parents to use to enhance their children's cognitive skills in…

However defined, the quality of services under Chapter 1 of the Education Consolidation and Improvement Act is heavily dependent on the setting in which those services are delivered. Working definitions of the following aspects of program delivery are presented as a means of establishing evaluation criteria: (1) the resources applied to a local…