This is an evaluation report of ESEA Title I programs in St. Louis, Missouri which maintains that despite the decline in funds, St. Louis' Title I children held their own. In 1970, these students scored about two months higher on achievement tests than they had in 1966. The fact that Title I students are not losing ground is considered a…

"Kids Count in Colorado!" is an annual publication of the Colorado Children's Campaign, which provides the best available state- and county-level data to measure and track the education, health and general well-being of the state's children. "Kids Count in Colorado!" informs policy debates and community discussions, serving as…

This report explores the evolutionary process of the concepts of accountability and performance contracting from their inception through mid 1970-71. Six major topics are discussed: (1) ideological, managerial, and pedagogical underpinnings, (2) definitions and history of the concepts, (3) five performance contracting projects, (4) the political…

This publication reports the results of an effort to assess the consequences of targeting federal compensatory funds toward all elementary students showing low achievement rather than only to those who were first low income and then low achieving. The document deals first with technical issues--the suitability, feasibility, and cost implications…

Research on effective Chapter One programs shows that comprehensive classroom programs and intensive supplementary programs have the greatest potential for improving achievement of at-risk students. Proposes that part of the funding in Chapter One programing go to research. Includes five tables. (MD)

The paper reports an attempt to evaluate instructional practices in compensatory education by looking at both costs and effects associated with the practices. The study covered some 300 Chapter l projects over a three-year period, focusing on project settings and instructional approaches used in the projects. Results of the study indicated that…

The major purpose of this inquiry is to examine the impact of Chapter 1 services on the School District of Philadelphia since the inception of the program in 1965-66. In addition, the study provides an overview of the Chapter 1 program's impact as the school district's largest and most long-standing remediation program. More specifically, the…

This report presents the results of a process evaluation of the Saginaw (Michigan) 1988-89 elementary and secondary Academic Achievement (A2) compensatory education programs in reading and mathematics. Funding is provided by the Education Consolidation and Improvement Act (ECIA) Chapter 2, and by the State. Goals are the following: (1) provide…

The purpose of this paper is two-fold: first, to summarize the deficiencies of data available on summer schools; and second, to provide a context for analyzing and interpreting the results from the several evaluations that do exist. The paper also reviews the studies that have been completed on summer schools and takes a closer look at the…

This report reacting to three papers presented at the conference on compensatory education with special reference to Chapter 1 of the Education Consolidation and Improvement Act of 1981 focuses on a series of topics pertaining to the relationship between compensatory education and regular education. The report begins by summarizing the conclusions…

This evaluation of the Emergency School Aid Act (ESAA) Program in the District of Columbia public schools addresses four general issues: (1) the extent to which the program was implemented as planned; (2) the extent of participation by identified target populations; (3) assessments of the program by participating professional and other adult…

In 1977-78, four remediation programs were funded under Title I and three under Impact Aid in New York City's School District 30. Title I programs included: (1) a teacher-paraprofessional reading team program in 12 elementary, intermediate and junior high schools; (2) a teacher-paraprofessional mathematics team program in 10 elementary,…

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…

This is one of three documents constituting the mandated Interim Report on the National Assessment of Title I. This Executive Summary describes the studies that comprise the National Assessment of Title I and provides executive summaries of the findings of Volumes I and II. Volume I, Implementation of Title I, focuses on implementation of key…

The Chapter 1 Remedial Reading and Mathematics Program was implemented in New York City by the Division of Special Education's District 75/Citywide Programs to provide remedial instructional services to students with severe handicaps at 23 public and 3 non-public school sites serving approximately 1,220 students; among these students, 77 also…