Results of studies of the effects of early childhood compensatory education programs indicate long-term benefits but not long-term cognitive gains. These findings may be explained by an interaction of the programs being studied at any early point in social change (rising tide) with a hypothesized intervening variable (cognitive effects). (DB)

The U.S. Senate will soon consider the reauthorization of the Elementary and Secondary Education Act (ESEA), the centerpiece of the federal government's involvement in public education. The Senate should consider at least three important improvements in the ESEA. The first is to make Title I of the ESEA, the provision for aid to disadvantaged…

The effects of compensatory education programs in the United States during the past 20 years are discussed. The author believes the programs have had the least impact on scholastic achievement and intelligence quotient (IQ). The theoretical view of human intelligence and prevailing views of psychologists and educators of the 1960's regarding the…

Genuine intellectual and other pre-academic skills and abilities are as important as social skills for children's smooth transition into kindergarten and continued school success. Head Start was originally conceived to prepare preschoolers from disadvantaged backgrounds to succeed in elementary school. Now that the program has earned renewed…

This working paper examines the approaches, wisdom, and experience generated by the ChalleNGe program, as well as the vast storehouse of knowledge and research, models and systems possessed by the military services that are potentially applicable to educating and developing youngsters who are at greatest risk of academic failure, economic…

Holds that, despite claims to the contrary, Title I of the Elementary and Secondary Education Act does not provide compensatory education for disadvantaged students. Proposes a model for improving minority educational opportunities based on a reversal in Federal policy, which would reward school districts with financial aid for increased student…

This report examines the variety of attitudes, actions, inactions, and beliefs that have created barriers to effective implementation of parent participation mandates of Title I of the Elementary and Secondary Education Act. Data were drawn from the monitoring experience and direct involvement with administrative complaints and litigation of the…

Recent experiences teaching in inner city schools indicate they are structured in ways that increase failure probability. Absences, some related to students' poverty, and some administrative policies greatly reduce actual class time. Repeated classroom interruptions decrease instructional effectiveness. Inflexible instructional policies and…

Argues that past federal efforts to assist the disadvantaged through categorical aid programs like Title I have failed because they fragmented the school program and created bureaucratic overload. Sees the real hope for poor children in quality principals and teachers. Condensed from "The New Republic", April 18, 1981, p20-23. (Author/SJL)

As educators work to pull together the various components of the Improving America's Schools Act, they must not lose sight of its central purpose, increasing children's learning. Guidance and assistance for low-achieving students must accompany a mind-set of higher expectations for achievement. (SLD)

In this statement, the Senior Social Scientist of the Rand Institute on Education and Training testified that improving the education of students from low-income families is a difficult challenge. Low-income students suffer more from the related influences of lower family income, family education level, and student achievement than more affluent…

This article explores the possible integration of Title 1 compensatory education and special education programs which currently coexist in about 65% of all public elementary schools. Integration is often achieved through cooperative teaching or blended funding of staff salaries. Profiles of local efforts at program integration are provided.…

Funds from Title I of the Elementary and Secondary Education Act and its successive amendments provide school districts with the means to help children who are often served last, those in high poverty schools. Homeless, migrant, neglected, and delinquent children are among those to whom Title I can give a voice. (SLD)

Discusses questions answered and raised by the Cooper et al. study. Summarizes study's methodological contributions and emphasizes the more important lessons that meta-analysts may take from the study. Situates the study within literatures on summer learning and on education for poor/minority children. Discusses the potential for summer school to…

Since its inception in 1965, the Elementary and Secondary Education Act, now known as No Child Left Behind (NCLB), has directed billions of federal dollars toward low-income students. Title I, Part A of NCLB is designed to equalize educational opportunities and resources for disadvantaged children. This analysis examines whether the current…