Examines the implications of using the national median score for selecting children for Title I participation. (Author/AM)

Reviews the educational and social science research relevant to the education of the disadvantaged which was published during the 1960's. (JM)

Examines the Title I, E.S.E.A. projects in Philadelphia, and argues that the overall federal effort has been confused about its purpose, evaluation criteria, and the relatively short span of time that has elapsed between its inception and the measurement of program impact. (JM)

Investigated attitudes of Afro-American students in special-admission programs at Temple University in Philadelphia and Glassboro State College in southern New Jersey towards Black Students, Professors, Name of Institution, Afro-American Courses, White Students, and Me-Myself. (Author/JM)

An examination of the philosophic and political implications of "compensatory" education that strongly affirms the difference as opposed to the deficit position and explores the practical implications of teaching useful skills and knowledge to all comers. (EH)

This analysis of the Follow Through program as attempted in Wilmington suggests that the implementation of the experimental treatment is problematic at best, that quantitative analysis of the national results of this quasi-experimental program may provide us with information that is of limited validity and utility, and that the call to treat…

Describes and evaluates a compensatory education program designed to incorporate the characteristics which successful programs have in common: diagnosis of each student's strengths and weaknesses; small-group instruction; a variety of teaching materials and techniques. (Author/JM)

Argues that many present programs equate economic improvement with ethnic assimilation, and are based upon values of individualism, although the interests of both the cultural minorities and the nation would be served by the reinforcement of ethnicity. (JM)

Because of inadequate funding and poor planning, most disadvantaged children remain in a compensatory education enrichment program for only a year or two before they are forced to return to a regular classroom. Children go back to the traditional setting and their accelerated cognitive growth rate soon begins to fade. (Author/GC)

Describes the intervention strategies adopted in the Liverpool Priority Project and presents a case for closer relationships between education with the social, economic, and political institutions of the neighborhood in which the community school could form the integrating hub. (Author/JM)

Drawing on his work in the Schools Council Compensatory Education Project, the author outlines the development of an educational profile for school entrants and its application as an instrument for identifying children ar risk'' of educational handicap. (Author/JM)

Examines how and why the allocation formulae used to distribute Elementary and Secondary Education Act Title I funds reflect a rural bias in American national politics. (Author/BE)

A critique of the reification of child-centred education arguing that this ideology is found in its purest form in the colleges of education which are ill-equipped ideologically and organizationally for the preparation of teachers for inner-city schools. (Author/JM)

Describes the origins in New York City of the compensatory higher education program SEEK and the circumstances surrounding its adoption at the State Univerity College at Buffalo. Argues that the project's history is an informative lesson in the interaction of educational planning and political power. (CMG)