This program was designed to supplement the New York City tax levy educational program provided for 2128 underachieving socially maladjusted, emotionally disturbed students in grades three through twelve. Most of the students were enrolled in 16 special day schools for the socially maladjusted and emotionally disturbed. The remaining students were…

Presented is an evaluation of a program designed to provide individualized instruction for 28 seriously emotionally disturbed students in a residential psychiatric program in New York City. Findings are reported to indicate that the program met its objectives in producing significant growth in both reading and math achievement, and additionally…

The purpose of this Elementary Secondary Education Act Title I program was to provide supplementary remedial instruction in reading and arithmetic to handicapped pupils. One hundred forty-eight emotionally handicapped-neurologically impaired, and 138 severely learning disabled Title I eligible handicapped children were selected for participation.…

A total of 1,922 pupils participated in this Title I Elementary Secondary Education Act Program, which was designed to improve the reading and/or mathematics skills of the students. The program aimed to serve students in special schools or residential treatment centers in New York City who were in kindergarten through grade 12. The majority of…

The Title I program in Schools for Socially Maladjusted and Emotionally Disturbed Pupils, funded under the 1965 Elementary Secondary Education Act, is a federally supported enrichment program which provides library services, art, science, health education, remedial reading, remedial mathematics, instructional materials, curriculum improvement,…

Evaluated are several programs for socially maladjusted public school children. These supportive services are an Early Identification Program, Junior Guidance classes, Special Guidance classes, and Career Guidance classes. Assessment focused on implementation of the Board of Education's plan to augment special services in these programs, and on…

Evaluated was a program designed to provide individualized supplementary instruction in reading and mathematics for two populations of handicapped children--mentally retarded and neurologically impaired-emotionally handicapped in 34 schools in New York City. Among findings were that statistically significant gains were made on both reading and…

The objectives of this program, funded under Title I of the 1965 ESEA, were as follows: (1) to raise the achievement levels in reading for children in the special schools who were retarded in reading two or more years. Each of the 28 special schools selected a target group of children for whom intensive remediation was provided; (2) to develop…

Evaluated was a summer program in reading and mathematics for handicapped pupils in special education classes designed to maintain and improve these skills through individualized and small group instruction. Initial diagnostic testing using criterion-referenced tests indicated target areas for basic skills instruction, which was implemented…

A SAMPLE OF 236 FORMER MENTAL PATIENTS WAS DIVIDED INTO (1) AN EXPERIMENTAL GROUP OF 111 CLIENTS WHO RECEIVED FROM 6 TO 12 MONTHS OF AN INTENSIVE AND GRADED SERIES OF VOCATIONAL EXPERIENCES, WITH SUPPORTING PERSONAL AND THERAPEUTIC SERVICES, (2) A CONTROL GROUP OF 40, AND (3) TWO COMPARISON GROUPS OF 63 AND 40 CLIENTS. SOME PURPOSES OF THE STUDY…

The final evaluation report examines the effectiveness of Project Referral, Evaluation, and Placement Training, a New York City program to improve the delivery of services to handicapped children. The program consisted of three components: (1) the computerized Management Information System, (2) the Nondiscriminatory Assessment Component, and (3)…

This report documents the 1981-82 evaluation of the Elementary and Secondary Education Act, Title I, Part B, Institutional Facilities Program carried out through the Division of Special Education of the New York City public schools. Using a diagnostic-prescriptive methodology, the program provided after-school and pull-out individualized remedial…

The Title I Umbrella Program provided compensatory instruction in reading, mathematics, and writing to 24,000 mildly or moderately handicapped students in New York City. The program was comprised of seven discrete components for the remediation of reading and writing skills, five after-school models, and two components for the remediation of math…

Proposals for the educational improvement of underprivileged urban schools were developed by the American Federation of Teachers. The scheme is predicated on the assumption that each component is essential and integral. Specifically, the proposals recommend that schools have a ceiling of 100 pupils with various procedures available to relieve…