Proposals to reauthorize No Child Left Behind seek to ensure "equitable" access to effective teachers. The U.S. Department of Education's Race to the Top fund rewards state plans for "ensuring equitable distribution of effective teachers and principals" and for "ambitious yet achievable annual targets to increase the…

In this article, the author identifies and answers questions related to IDEA eligibility issues and the Free Appropriate Public Education (FAPE) regulation. The author's answers to several questions concerning legal issues are presented.

Provides an overview of the facets involved in persistence of developmental students at the college level. (IRT)

This article asks "How literate do workers need to be?" and suggests such measures as the widespread use of technical materials written in "plain language" and employers' offering job-related reading programs. (JB)

The author, a Boston-based attorney and the co-director of the Center for Law and Education, presents testimony about students with disabilities, shares some thoughts generally about whether the requirements of NCLB are working for these particular students, and identifies areas of concern and areas in need of improvement. Specifically, she…

Reviews the literature on the effects of summer programs, and offers a reinterpretation of the role of summer learning in cognitive development. (PCB)

Criticizes federal budget cuts for compensatory education. Holds that without Title I, many gains in school effectiveness and academic achievement could not have occurred, and says that if Title I is cut, poor children will lose a great deal. (Author/GC)

A total of 25 parents who participated in the Head Start program provided testimony to the Silver Ribbon Panel of the National Head Start Parent Association in a hearing held in Phoenix, Arizona in 1989. Their stories tell of the problems they faced, the benefits of program participation to them and their children, and the nature of services the…

Argues that the form of developmental studies programs should follow the function they serve in the institution. Identifies such functions of developmental studies as skill development, personal development, maximizing educational opportunity, and improving mainstreaming curricula, and suggests forms that will maximize these functions. (DR)

Argues that for schools to reach the No Child Left Behind Act requirement that all children reach proficiency in reading and mathematics by 2014, a major effort must be made to develop and implement high-quality compensatory prekindergarten programs. The major features of these programs include sufficient time, precise targeting, thoughtful focus,…

U.S. Department of Education (ED) activities relating to the utility of Title I evaluations are discussed within the context of an overview of the Title I Evaluation and Reporting System (TIERS) and a history of Title I evaluations. Implications for Chapter 1 of the Education Consolidation and Improvement Act (ECIA) of 1981 are considered. (LC)

A Chapter I evaluator reflects on developments in her role within the Title One/Chapter One Program through five phases. The phases were characterized, successively, by broad acceptance, defensiveness, indifference, negativity, and openness to criticism. (TJH)

Named as Title I director for the Espanola (New Mexico) School District in the mid-1960s, Gilbert Martinez redirected the early grants from equipment purchases to development of kindergartens, centralized elementary school libraries, and free lunch programs. New Mexico's program improvement mandates stress curriculum integration and evaluation…

Argues that the nature-nurture controversy, stemming from Arthur Jensen's hereditarian analysis of group differences in measured intelligence, presupposes a false dichotomy and a conception of the environment that is too narrow. Discusses effective features of compensatory education programs, including supplemental instruction, testing,…

Compensatory educational services are now recognized as appropriate relief in meritorious cases arising under the Individuals with Disabilities Education Act. Summarizes the third generation of court decisions concerning this remedy in three categories: authority, standards, and scope. (39 footnotes) (MLF)