Each year, the federal government provides billions of dollars to support low-income schools through the federal Title I program. Most of this money goes to Title I schools operating schoolwide programs. Schoolwide schools have authority under federal law to use Title I funds--and in some cases, other federal funds--flexibly to upgrade their…

The study presented in this paper is part of the National Institute of Education's effort to study federally sponsored compensatory education programs through demonstration projects. One aspect of the study of demonstration projects concerns the cost associated with the changes in allocation procedures and concentration levels which result from…

The present paper employs a behavioral simulation model and data on 4,693 school districts to provide new information about the expenditure effects of the current Elementary and Secondary Education Act Title I program and three major alternatives. The model examines the likely effect of the four options, differing in the choice of targets…

An allocation model for compensatory education was implemented in the Mesa, Arizona Public Schools based on educational need rather than on the current method of allocation which is based on economic need. Five models were developed and presented. The models incorporated, in addition to strict educational need, demographic characteristics of the…

This report presents the analytic plan for a study of demonstration Title I projects. The study is to be one of distributional equity: what kinds of instructional services are received by what kinds of students. It is mandated by the United States Congress and will provide the basic analysis for possible modifications in the Elementary and…

An ethnographic approach to the evaluation of an Elementary Secondary Education Act Title I mathematics project designed for grades 3 and 5 low-achieving students is described. The research was designed as a series of eight disaggregated single case studies of the implementation of the project with the classroom serving as the unit. The focus of…

To develop an evaluation model appropriate to education in the Philadelphia School System, six teams of evaluators drawn from a total evaluation staff of 11 report on 34 Title I-ESEA projects processed in the city of Philadelphia during the 1968-69 school year. Information in each report includes a summary of the particular project, its problem…

A systematic study of the composition and dispersement of Title I projects assigned to elementary schools in Philadelphia was conducted. Categorical variables were identified from four major derived variables (program density code, school aggregate fund, pupil service component, achievement-growth differential score) and four major demographic…

Following a brief history of the Title I Evaluation and Reporting System (TIERS) and the development of the RMC models and technical assistance centers, plans are described for activities to increase the usefulness of the evaluation data for local decision making. Three major kinds of activities are explained: projects developed by an Evaluation…

Critics of the Federal Title I and Chapter 1 compensatory education programs to increase the academic skills of disadvantaged children suggest that the return for the Federal investment has been small and that designers have not created programs that work. When the compensatory education programs were conceived, their promise was immense. During…