This guidance is intended to clarify that the Head Start Program Performance Standards (HSPPS) in 45 C.F.R. Part 1302 Subpart C--Education and Child Development Program Services are required for preschool programs supported with funds under Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA); and provide…

As a result of patchwork policies, early childhood education (ECE) providers combine funding from multiple sources, known as blended funding. However, little is known about the consequences of blended funding for policy goals. We use national ECE provider data to identify the prevalence of blended funding models, and detailed state quality rating…

The care and education of young children in the United States is supported by nearly $40 billion yearly from a variety of sources at the federal, state, and local levels. Even so, about a quarter of 4-year-olds and half of 3-year-olds do not attend preschool, and many of those who do attend receive only poor quality services. Some programs are of…

This study examines a number of questions surrounding the distribution of Title I aid and state compensatory education aid. The extent to which the two types of aid are complementary and their effect on the equalizing thrust of the state general aid are also examined. There are four major states that are studied: Florida, New Jersey, New York, and…

This document contains statistical data related to Rhode Island's compensatory education programs. Included is information on (1) allocation of funds to communities; (2) public, private and parochial school eligibility; (3) numbers of eligible students; and (4) the availability of compensatory mathematics and reading programs. Also provided is a…

The HEW report to Congress discusses the Public Law 89-313 program to provide federal assistance for the education of handicapped children in state-operated and supported schools, focusing on the issue of federal versus state responsibility. The need to clarify the program's direction is examined, and it is recommended that Congress specify…

This paper identifies various key aspects of the history and administration of federal compensatory education, describes the problems and issues associated with these, and suggests some ways in which research might help further program goals. It is intended as a discussion paper designed to highlight some crucial target areas for a major study of…

This document provides final regulations that amend the Title 1 program, under Part A of the Elementary and Secondary Education Act, for helping disadvantaged children meet high educational standards. These new regulations amend the schoolwide program requirements to allow a percentage of funds received by a local education agency (LEA) under Part…

Focusing specifically on the two largest federal education programs, Title I of the Elementary and Secondary Education Act and the Education for All Handicapped Children Act (PL 94-142), this study analyzes how states implement federal and state education programs. The book is divided into six chapters. Chapter 1 offers background on federal-state…

In order to assess the impact of Title I programs, models specifying criteria, techniques and methodologies for evaluation were developed. These models prescribe pre- and post-test results for both Title I and non Title I children. This report describes the status of the use of the models, the experience of people who used them during the 1976-77…

Prepared by the Title I, Elementary and Secondary Education Act, (ESEA) Migrant Program director, this State annual evaluation report for fiscal year 1967 includes projects for migratory children of migratory agricultural workers in New Mexico. The material in this report represents a comprehensive analysis of Title I Migrant Program activity…

Despite the demonstrated social value of out-of-school time and community school initiatives, such programs lack dedicated funding sources available to support their efforts. This strategy brief argues that Title I of the Elementary and Secondary Education Act can serve as an important funding source for out-of-school time programs and community…

Although all public schools could be eligible for federal funds under Elementary and Secondary Education Act (ESEA) and Individuals with Disabilities Act (IDEA) programs, concerns have been raised about whether charter schools are receiving an equitable share of these federal funds. This report describes: (1) how federal Title I and IDEA funds are…

This report provides data obtained from a fast response survey concerning the impact on school districts participating in multiple, federal-categorical programs. In particular, the survey focused on problems stemming from some children's eligibility for more than one of these programs and the districts' policies governing these children's program…

In 1974, the National Institute of Education initiated a three-year study to determine what compensatory education programs have accomplished in the last decade and how they can be improved. Thirty-five separate projects investigated relative effectiveness of State and local approaches to implementing Title I in terms of the allocation of funds,…