This publication presents approaches to early childhood education conceived in universities and other educational institutions and implemented in schools under the Follow Through Program, a national school improvement effort offering low-income children comprehensive educational and social services. The following papers are provided:…

This book presents six instructional models for teaching at-risk students. Each chapter is followed by a commentary section by an educational expert. Chapter 1 contrasts compensatory education as it is today with the kind of curriculum and instruction that would emerge based on the principles espoused in later chapters. Chapter 2 describes an…

This document comprises six papers that discuss teaching advanced skills to educationally disadvantaged students. An introductory paper, "Models for Teaching Advanced Skills to Educationally Disadvantaged Children" (B. Means and M. S. Knapp), synthesizes the themes that characterize the collection of papers as a whole, and discusses general issues…

Thirteen previously published articles from selected journals are presented, which concentrate on educationally disadvantaged children and youth, and are grouped under the four general themes or categories of children and youth, school practices, community involvement, and policy issues related to the Chapter 1 program. All the articles have been…

This collection of papers on the history of developmental education includes: "Historical Perspectives: With Hindsight We Gain Foresight" (Normal Stahl); "Supporting the Research Mission" (David V. Taylor); "A Brief History of the American Council of Developmental Education Associations" (Hunter R. Boylan);…

The contributors to this yearbook attempt to explain the reasons for the poor fit between schools and poor, immigrant, linguistically different, and racial minority students. The problems that confront schools because of changing populations and increased diversity are discussed in the following chapters: (1) "The Old Problem of 'New…

The Title I Evaluation and Reporting System (TIERS) was assessed to determine the effectiveness of the TIERS in meeting its statutory objectives. A second purpose was to outline directions for the future of the system in light of enactment of the Educational Consolidation and Improvement Act of 1981. Focus was on assisting the United States…

Papers in this collection were commissioned for a conference entitled, "Making a Difference for Students at Risk," to serve as springboards for discussion. Discussions and recommendations from conferees were incorporated into the versions presented in this volume. The two topics that dominated discussion at the conference were: basic…

This monograph from the University of Minnesota General College (GC) discusses theoretical perspectives on developmental education from both new and established standpoints. GC voluntarily eliminated its degree programs in order to focus on preparing under-prepared students for transfer to the university system. GC's curricular model includes a…

Issues surrounding funding programs and services for at-risk students are discussed. The introduction and Section I, "Issues Related to Financing Programs and Services for Students at Risk" (Suzanne L. Juday) identify some of the problems that must be addressed to provide adequate at-risk programs and services in an efficient and…

A survey which gave respondents an opportunity to react to the evaluation requirements of the Education Consolidation and Improvement Act (ECIA), Chapter 1, was distributed, in June 1988, to local and state educational agencies, universities, and Technical Assistance Centers throughout the United States. Part I of the survey contained 14…

This is a group of reports evaluating the 1983-84 results of twelve programs funded by the Disadvantaged Pupil Program Fund in the Cleveland Public Schools. The programs evaluated are (1) the Classroom Support Program; (2) the Cultural Enrichment Experiences Project; (3) the Internal Suspension Room Program, for dropout prevention; (4) the…