Funding public schools has been an ongoing struggle since the inception of the United States. Beginning with Jefferson's "A General Diffusion of Knowledge" that charged the states with properly funding public schools, to the current day legal battles that continue in states across the Union, America struggles with finding a solution to…

This report describes a preventively oriented intervention program with 13 inner city toddlers identified as slow in early social and verbal development. Program components featured a committed human relationship, enrichment, modeling and shaping, and also a behavior modification sub-program unit. Program children evidenced significant…

TITLE I FUNDS TO THE STATE OF NEW MEXICO PROVIDE COMPENSATORY EDUCATION FOR APPROXIMATELY ONE-FIFTH OF THE STUDENTS ENROLLED IN PUBLIC AND NON-PUBLIC SCHOOLS. EIGHTY-EIGHT PUBLIC SCHOOL DISTRICTS RECEIVE FUNDS FOR PROGRAMS WHICH AID IN REDUCING THE NUMBER OF DROPOUTS, IMPROVING READING, INCREASING MATHEMATICS AND SCIENCE ACHIEVEMENT, BETTERING…

A brief review of an International Conference on Education convered by UNESCO in 1971 which focused on problems of educational equality and the social, economic, and cultural factors that often hinder a student from fully persuing his right to learn. (EH)

Since Title I funds are distributed on the basis of poverty, the key to the fair allocation of such funds is a fair definition of poverty. In this speech, a Congressman describes how his proposed formula for distributing federal funds for educationally deprived children would mean more help for all these children across the country, including…

An analysis of the relationship between the public culture" and the poor, who are a necessary surplus population." Author concludes that either we must guarantee as rights life's necessities for surplus populations or we must restructure society so that no person is surplus." (Author/SP)

Discussed here is Christopher Jenck's book, Inequality. Topics addressed are massive funding, quality of life, small social effects, and diverse standards. [Available from Publications Branch, Education Department of Victoria, 234 Queensberry Street, Carlton 3053, Victoria, Australia]. (AM)

Revision of a paper presented at the American Educational Research Meetings (New York, February 18, 1967).

School districts should be allowed to dispense with labeling children as disadvantaged and to use the Title I support they receive in schools that have a high proportion of children from poor families. (Author/MLF)

Current Chapter 1 remedial and compensatory education programs may not be worth the substantial funds being poured into them. To address shortcomings, such programs should be upgraded, reconceptualized as educational (not funding) programs, and fully integrated into the total school program. Includes 14 references. (MLH)

In 1966, James Coleman's massive American schooling survey concluded that family background was principally associated with the existing inequities in cognitive achievement. Coleman's conclusion about schooling's minimal influence on academic performance violated an educational consciousness viewing school as the "great equalizer." Two…

Twelve compensatory education programs that service elementary and secondary school students in California are described in this report. The programs operate in districts that are eligible for Elementary and Secondary Education Act Title I funds. Each brief description includes background information, a discussion of program components, and the…

This Title I pilot program had two broad purposes: (1) to create a growing desire to read and (2) to introduce the skills that are necessary for success and satisfaction in reading. Since the children involved had limited experiential backgrounds, part of the program was geared to providing experiences through the type of classroom setting, the…

The New York State Experimental Prekindergarten Program, which operates in 52 school districts, is designed to reduce potential educational deficits of economically disadvantaged children. This article reports on the program's effects on cognitive functioning of children in their kindergarten years and discusses implications for educational…

Two rebuttals to William Cooley's criticisms of Title I programs in the January 1981 issue of "Educational Leadership" claim he incorrectly interpreted the data on the effectiveness of the programs. Cooley responds. (MLF)