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,…

This technical brief responds to an Arizona Department of Education request to study academic performance in schools receiving funding through the federal Title I compensatory education program, the section of the No Child Left Behind Act of 2001 governing resources for schools and districts serving disadvantaged populations. The brief describes…

The executive summary briefly restates the results of a 17-month excursion into the realm of compensatory education of older disadvantaged youth. During September 1976 through January 1978, System Development Corporation conducted a project to conceptualize models for compensatory educational intervention at the secondary and postsecondary levels,…

This publication contains the evaluation forms sent by the Florida State Department of Education to school administrators, staffs of other agencies, similar staffs in other states, and parents of disadvantaged children served by Title I programs. Sample responses are given and results summarized. A section is included on in-patient treatment of…

This program is stated to have been designed as a new state-administered categorical aid program, with the purpose of making available additional state educational resources to students who have or are likely to have low levels of achievement, especially in relation to social and economic factors. Chapters include an introduction which describes…

This study was the third in a series, and its primary objective was the identification and description of successful compensatory educational programs for disadvantaged children. Programs were considered successful if they demonstrated cognitive benefits that were statistically and educationally significant. The second objective of this study was…

Rutgers Upward Bound program participants were recruited from 16 New Jersey high schools upon completion of the tenth grade. Students with potential for achieving success in a two- or four-year college were selected, despite lack of appropriate educational background. Subjects of this longitudinal study were 345 volunteers who participated in the…

During the 1971-72 school year, public and nonpublic schools of Connecticut provided compensatory education help for 50,690 pupils funded in part under ESEA Title I. The programs sought to bring about increased school success for pupils whose school achievement was restricted by economic, social, linguistic or environmental disadvantages. Public…

This annotated bibliography is the seventh in the Doctoral Research Series. It encompasses doctoral research on "Special Secondary School Programs for the Disadvantaged" reported in "Dissertation Abstracts International" from 1965 through June 1973. The citations are arranged in the following categories: College Preparatory…

As originally developed, Projecto Exito, often referred to as the Bilingual Community School or simply as "Escuelita," was in name and in deed a comprehensive community-based approach to the problems of bilingual education, funded under Title VII of the 1965 Elementary Secondary Education Act. Intended to serve Spanish and…

Two witnesses presented testimony: Dr. Michael Kirst, School of Education and Business Administration, Stanford University; and Dr. Stephen Bailey, chairman, Policy Institute, Syracuse University Research Corporation, and Regent of the State of New York. An article by Dr. Kirst, "Delivery System for Federal Aid to Disadvantaged Children:…

This book owes its origin to a symposium on "Compensatory Education" which took place at the 1970 Annual Conference of the British Psychological Society. The opening chapter discusses the complex concepts of "disadvantage,""deprivation," and "compensatory education," with illustrations from work carried out…

This evaluation provides a project description, principal objectives, a listing of activities and services, and aspects of communication of eight nonpublic school centers providing supplemental instruction in corrective reading, language, and mathematics to students deficient in these areas because of economic, linguistic, or environmental…

The principal aims of this study were to identify, select, analyze, and describe educational programs for culturally disadvantaged children from preschool through grade 12 which had yielded measured benefits of cognitive achievement. A literature search (mainly through ERIC) and mail inquiries followed by telephone consultations constituted the…

Used hierarchical linear modeling to explore the effects of the social context of Chapter 1 prekindergarten classrooms on 4-year-olds' learning. Found that children made smaller gains on the Preschool Inventory over the preschool year in classrooms with higher concentrations of minorities, children with special needs, recent immigrants, and…