Current Trends in European pre-school research are documented with respect to types of pre-school programs, nature of family involvement, compensatory education approaches, diagnosis and assessment, action research and design, as well as recently emerging areas of pre-school research. (EH)

This document provides an abbreviated descriptive summary of each Elementary and Secondary Education Act (ESEA) Title I project implemented by local education agencies in New York State during fiscal year 1976. The information is presented by county. Financial data is indicated. Amendments to the original Title I, ESEA, include Public Law 89-750…

This paper provides an analysis of the basis for and clarity and restrictiveness of the program requirements applicable to local school districts applying for grants under Title I of ESEA. Specifically, this paper, which is the first of 5 papers to be prepared by the Legal Standards Project, is concerned with the following: (1) the basis for the…

This document presents an overview of the basis for the program requirements applicable to local school districts applying for grants under Title I of the Elementary and Secondary Education Act of 1965. The study's basic research objective is to determine what additions, deletions, or clarifications are needed within the Title I legal framework to…

The amended guidelines for Title I of the Elementary and Secondary Education Act, as revised by the Oregon Department of Education, are presented in this document. It consolidates instructions for completing applications. The purpose of Title I is explained briefly. The first two steps prior to applying are to identify the project target area or…

Reprinted from "The New Republic, April 26, 1969.

The statistics presented in this report reflect the new formula introduced by the New Jersey State Board of Education for calculating student eligibility and funding school districts to operate supplemental State compensatory education programs. Tables provided show 1976-1977 and 1978-1979 compensatory fund allocations for twenty-eight school…

THE NEED FOR COMPENSATORY EDUCATION IN AND THE NECESSITY OF PROVIDING OUTSTANDING TEACHERS AND COMMUNITY WORKERS FOR DEPRESSED AREAS ARE DISCUSSED. DISADVANTAGED YOUTH ARE CHARACERIZED BY THEIR NONPURPOSEFUL ACTIVITY, INDIFFERENCE TO RESPONSIBLITY, POOR HEALTH HABITS, POOR COMMUNICATION SKILLS AND READING HABITS, LIMITED EXPERIENCES AND CONTACTS…

PRESENTED IS AN EDUCATIONAL PROGRAM FOR DISADVANTAGED YOUTH WHICH WILL INSURE MEANINGFUL GROWTH, GIVE A SENSE OF ACHIEVEMENT AND ATTAINMENT, HELP CHILDREN ACCEPT AND FACE THEIR LIMITATIONS AND DEVELOP THEIR STRENGTHS, AND INSTILL HEALTHY ATTITUDES TOWARD SCHOOL AND SOCIETY. CURRICULUM CHANGES RATHER THAN ADMINISTRATIVE ARRANGEMENTS, ARE ADVOCATED.…

The purpose of this Supplement is to provide the reader with an historical summary of the key findings reported in the Annual Evaluation of 33 projects funded by the Elementary Secondary Education Act Title I since 1975. Each project summary contains the 1980-1981 management information, the key findings for 1975-1980, preliminary findings for…

The purpose of this dissertation was to determine the need for alternative administrative patterns in elementary schools which receive State and Federal compensatory education funds. Findings show that: (1) compensatory education principals indicated that they spent a significantly greater amount of time than did noncompensatory education…

THIS REPORT LISTS TITLE I PROJECTS IN NEW YORK STATE AND NOTES THEIR EXPENDITURES DURING THE FISCAL YEAR 1966. TITLE I FUNDS, MORE THAN $109 MILLION, WERE SPENT ON SPECIAL COMPENSATORY EDUCATION PROGRAMS FOR DISADVANTAGED STUDENTS. (LB)