Nearly 20 educational models were studied in an effort to determine varying patterns of effects of educational programs in different settings. Children's academic achievement was measured from kindergarten through third grade in each model program. The study's design, methodology, and findings are reported in this article. (GC)

Describes conpensatory education and discusses who receives it, its effectiveness, what happens to students when compensatory services are discontinued, what happens to achievement over the summer, what classroom practices influence learning, the home environment of elementary school children, and the relative contribution of background and…

Notes that even with the problems identified in this paper, consistent, positive results are appearing in preliminary reports. Equally important, the data seem to support a number of reasonable notions about the impact of distinctive curricula on students. (Author/AM)

The author responds to Pinnell et al's (1996) call for caution in using cost-benefit analysis in measuring educational reform success. It is argued that reform already is being sold to state legislators and educators in cost-benefit terms and that research has been inappropriately used in the selling process. (GR)

Responds to Hiebert's 1994 article in Educational Researcher in which she criticized Reading Recovery (RR) advocates for failing to base RR's success on an adequate cost-benefit analysis. The authors suggest reliance on the informal judgements of local administrators rather than using administratively difficult, large-scale, cost-benefit analyses…