This article explores the All-Day Neighborhood Schools (ADNS) program, operated as a partnership between the New York City Board of Education and local philanthropists from 1936 to 1971. Designed to expand the resources available to children and parents, the program included after-school activities, additional teachers, professional development,…

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…

An important objective of educators in the 1970's should be to help turn educationally deprived homes into homes that encourage and support learning achievement. (DB)

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…

Describes the California State Preschool Program and its success with disadvantaged children. (MF)

An overwhelming majority of preschool studies show that on school entrance disadvantaged children with preschool experience are superior to disadvantaged children without preschool experience. However, this superiority diminishes and in most cases disappears over the primary grades. (Author)

This booklet is the product of a small but diverse group of parents and professionals who came together to try to alleviate the problems posed by the escalating struggle for power in the schools. They hope that through parent-implemented Follow Through programs, discontented members of the community can be made to feel that they have a significant…

A description and evaluation of Elementary and Secondary Education Act Title I- funded projects in Vermont are contained in this report. Information is provided for the following areas: participation of public and private school children in each program component and for each grade level (preschool-grade 12); per pupil costs; full and part-time…

A major 6-year program in the Chicago schools has proven that the traditional gap between advantaged and disadvantaged students can be systematically and substantially eliminated. The Chicago Child Parent Center program is described. (Author)

Head Start has been successful because it includes comprehensive services, parent involvement and family support, a commitment to meeting local needs, training and technical assistance support, and a collaborative approach. This ERIC Digest briefly describes each of these components. Discussion concludes by noting that Head Start must take more…

This handbook, designed for members of Title I parent advisory councils, explains the Title I program and serves as a guide to organizing and conducting parent councils. The first chapter contains a brief summary of Title I history and intent. Chapter two explains laws and amendments relating to parent advisory councils. The third chapter offers…

A handbook to guide coordinators of parent activities in their role in a quality Head Start program is presented. Discussion includes the following topics: motivation, informal and formal participation, teamwork, and total involvement. A bibliography is attached. (CK)

Chapter 1 legislation provides additional resources to schools with a certain percentage of low-income students to help ensure that all children learn. Calls on parents and legal service advocates to take an active role in ensuring accountability for Chapter 1's application in schools, and provides questions to help parents better understand and…

The chapter 1 project is a remedial reading program aimed at helping children achieve at a faster rate than those with only regular instruction. This report begins by outlining attributes for success which are as follows: (1) clear goals and objectives; (2) coordination with regular school programs; (3) parent/community involvement; (4)…