State Compensatory Education (SCE) is a supplemental program designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995, amended 2007), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by…

The State Educational Technology Directors Association (SETDA) is the principal association representing the technology leadership in all fifty states, the District of Columbia, the U.S. Virgin Islands, and the Bureau of Indian Affairs. This is SETDA's ninth annual report on select educational technology activities. This year's report includes…

This publication presents the latest findings about the effects of Title I programs in the Cleveland, Ohio, schools. These evaluation reports cover the 1979-80 program period, and present information about the effectiveness of each program in attaining the objectives proposed for each component. The programs include: Child Development Project;…

Through joint planning with a number of school districts and the Region X Title I Technical Assistance Center, and with the help of a Title I Refinement grant, Alaska has developed a system of data storage and retrieval using microcomputers that assists small school districts in the evaluation and reporting of their Title I programs. Although this…

Information is provided concerning Title I programs, Elementary and Secondary Education Act, for handicapped children in Iowa state-supported institutions. Aspects covered include operation and services, evaluation, dissemination, major problem areas, and interrelationships with other local, state, and federal programs for the handicapped. (JD)

In response to concerns that Title I, the largest source of federal funding for education, was not significantly improving the educational achievement of at-risk students, Congress, in 1994, mandated major changes, including changes to the ways in which states measure student performance. This report provides a snapshot of how close states had…

This fifteenth annual report provides a summary of activities offered in Ohio through Title I of the Elementary and Secondary Education Act. Information presented includes (1) statistics for fiscal 1980, (2) participation trends, (3) instructional impact, (4) expenditure and staffing patterns, (5) parent involvement, and (6) five-year trends. The…

Schools in California's Early Childhood Education Program (ECE) have lower reading achievement than non-ECE schools; furthermore, schools which are both ECE and Title I score below all others. Three alternative policies are discussed: (1) continued expansion; (2) gradual termination; and (3) stable funding, explaining score discrepancies, and…

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…

Approved under the Migratory Amendment to the 1965 Elementary and Secondary Education Act's Title I, 10 educational programs, designed to allow flexibility in the placement of children as they progressed, were implemented in Pennsylvania during 1974. The 928 children participating in these migrant programs were identified and recruited by social…

During fiscal year 1977, training workshops on the new ESEA Title I evaluation and reporting system were conducted for State level program administrators and evaluators. In this report, the workshop activities are documented. The purposes and development of the evaluation system and the technical assistance efforts are summarized, as an…

This report presents findings from the evaluation of the second year of the professional services agreement between the Detroit, Michigan, Public Schools and Sylvan Learning Systems, Inc. Under a contract with the school system, Sylvan attempted to improve the reading achievement of low-achieving students in 10 Title 1 schools. The program…

Historically, faith-based organizations (FBOs) and community-based organizations (CBOs) have been involved in the provision of social services, such as drug treatment, job training, community redevelopment, housing, and education. However, FBOs and CBOs have not often participated in U.S. Department of Education (the Department) grant programs. In…

INTRODUCED BY EXCERPTS FROM PREVIOUSLY PUBLISHED WORKS ABOUT CULTURALLY DISADVANTAGED CHILDREN, THIS DOCUMENT PRESENTS GUIDELINES FOR (1) IMPLEMENTING THE 1965 CONNECTICUT STATE ACT TO PROVIDE AID FOR THE EDUCATION OF DISADVANTAGED CHILDREN AND (2) ESTABLISHING THE TITLE I PROGRAMS CREATED BY THE 1965 FEDERAL ELEMENTARY AND SECONDARY EDUCATION…

The purpose of this paper is to outline and explain the evaluation system used by the Rhode Island Department of Education to measure the effectiveness of compensatory education programs. An exposition of how relevant background, program and financial information is collected is presented. In addition, a delineation is made of the methods…