In this paper we determine how the receipt of gifted and talented (GT) services affects student outcomes. We identify the causal relationship by exploiting a discontinuity in eligibility requirements and find that for students on the margin there is no discernable impact on achievement even though peers improve substantially. We then use…

The purpose of this study, funded by Jobs for the Future through a grant to the Massachusetts Community Colleges Executive Office, was to: (1) provide an update on the status of developmental education within Massachusetts community colleges; (2) shed light on the alignment between research-based best practices to advance success among…

A two-part study was undertaken to test common criticisms of programs for gifted high school students. The study provided no data to support the contention that gifted programs breed elitism, snobbery, indifference, conceit, or any other negative quality. (Author/DLS)

This report describes a longitudinal study of pupils who were enrolled in the Columbus (Ohio) Public Schools as grade 1 students at the beginning of the 1979-80 year. Using existing pupil records, information was obtained for a 5-year period regarding pupils' service in the Chapter 1 program, other categorical programs, and special education…

This article presents the results of a longitudinal study of underprepared college students. The goals was to assess the effects of coordinated programming that allowed groups of these students with the weakest academic skills to attend the same classes together and have the same counselor. In this way, the instructors and the counselors could…

This report presents an evaluation of the 1984-85 Hartford (Connecticut) Project Concern program, an education intervention for children from Title I schools. The report focuses on two areas: (1) monitoring the cognitive and affective impact of Project Concern over the current school year; and (2) examining the extent to which the reading and…

This is a comprehensive report of the effects of local school programs, K-12, developed with funds from ESEA Title I, the State Educationally Disadvantaged Youth (EDY) Act, and the Early Childhood Education (ECE) reform effort during 1974-75. The program description defines outputs, both in terms of institutional changes and in terms of student…

Coordination, planning, legislation, parent involvement, handling complaints, applying affirmative action and employment practices, preparation of program guides, contribution to consolidated regulations, preparation of materials for the State Board of Education, and other factors involved in the administration of the compensatory education…

This program is stated to have been designed as a new state-administered categorical aid program, with the purpose of making available additional state educational resources to students who have or are likely to have low levels of achievement, especially in relation to social and economic factors. Chapters include an introduction which describes…

Presented is an independent evaluation of a Title I cooperative effort to create a "model school" in the Bedford Stuyvesant area of New York City. Project Beacon of Yeshiva University, the local school board, and P.S. 129 sought to develop innovative approaches, improve student achievement and instruction, and rehabilitate dropouts. The…

The author of EC 604 296 explains the evolution of a pilot project to improve the basic skills and thinking ability of gifted minority children to improve their performance on standardized tests. The paper reviews the effects of the project and notes changes recommended in repeating the program. (JDD)

This assessment of the second year of the South Carolina Education Improvement Act of 1984 presents an analysis of information in six areas important to improving education. This trend information can be used to determine whether proposed benefits of the act are being realized. The first chapter reviews trends in student test scores and other…