Writing is a core school readiness skill, yet preschools typically provide children with limited writing opportunities. To consider how curricular materials guide writing instruction, the five most common Head Start curricula were systematically examined in accordance with the Head Start Early Learning Outcomes Framework. Curricula were coded…

Deaf and hard of hearing children can face significant challenges developing the language and literacy skills needed to succeed in school and become self-sufficient adults. The federal government supports these children through the Early Hearing Detection and Intervention (EHDI) program, which awards grants to states to develop systems to screen…

The federal School Improvement Grants (SIG) program aims to improve student achievement by promoting the implementation of four school intervention models: transformation, turnaround, restart, and closure. Previous research provides evidence that low-performing schools adopt some practices promoted by the four models, but little is known about how…

This report examines the impact of the No Child Left Behind Act (NCLB) on student achievement and teacher quality in rural school districts and the challenges those rural districts face in complying with the Act. It also analyzes differences in responses to NCLB between rural districts and urban or suburban districts. Findings are drawn from the…

Special education is under fire from within and without. Full inclusionists and detracking advocates want to abolish all "separatist" special education settings and "unjust" disability categories, tests, and placements; politicians and school administrators deplore special education's high costs. However, mainstreaming efficacy…

This is an evaluation of a Title VII bilingual education program carried out for Spanish speaking students in grades K-5 at Public School 155 (P.S. 155), Brooklyn, New York. A brief background of Title VII legislation is given. Instructional goals, staff development, parent involvement, and the development of a bilingual curriculum are listed as…

Based on observations of all Title I reading teachers participating in the Program for Optional Assignment in District 20K, Brooklyn, New York, this report summarizes the program's policies, practices, and student achievement results. The program proposal called for assigning special reading teachers to work with second through ninth grade…

This report provides testimony on results of a General Accounting Office (GAO) study of Chapter 1 Compensatory Education programs, Chapter 2 Education Block Grant programs, and dropout prevention programs. The report covers the following: (1) Chapter 1 student selection; (2) Chapter 1 fiscal provisions; (3) Chapter 2 data collection and…

The Federally funded programs discussed in this report were designed to help students with significant problems in either reading or mathematics achievement in the regular classrooms of District 22 in Brooklyn, New York. Both the math and reading programs operated on a "pullout" basis, utilizng a diagnostic teaching approach. The two…

Three programs, one in reading, one in mathematics and one English as a Second Language (ESL) component, are described in this evaluation. The programs were designed to provide remedial instruction to students in New York City's Community School District 5. For each program component, data presented in this report include: a description of program…

Two related, federally-funded bilingual education projects in Philadelphia are evaluated: the Bilingual Learning Centers in Junior High Schools and the Bilingual Learning Centers in Elementary Schools. The aim of these projects was to improve the cognitive skills of limited-English-proficient pupils through the addition of individualized…

A five-year bilingual, bicultural program, part of the Experimental Schools Program, employed by the Edgewood Independent School District, San Antonio, Texas, was designed to enhance the affective characteristics of the predominantly Mexican American student population, to train teachers to avoid socioeconomic and cultural biases, and to improve…

The Bilingual Learning Centers in Elementary Schools program was begun in four Philadelphia public schools in 1982-83. The project's goal was to improve the achievement of limited-English proficiency children through work in bilingual learning centers containing materials and instructional devices for individual and small group work. Learning…

Results of the evaluation of Title I and Impact Aid programs conducted in District 27, Queens, New York, are presented in this report. Program components described include: (1) reading resource centers organized in 14 Title I elementary schools and 4 junior high and intermediate schools as well as the Impact Guidance Program operated in…

This reaction paper presented at a conference on compensatory education begins with reviews of three studies prepared for the program and staffing session of the conference and dealing respectively with student-to-instructor ratios, instructional setting, and summer programs. The paper then presents the view that huge gains in achievement will not…