Eleven papers describe and evaluate state and city programs which appear to have been successful in helping the educationally disadvantaged realize their potential. To pinpoint possible factors which hinder achievement, the papers also identify some of the characteristics of these students and their homes and communities. (NH)

Prior experience with Elementary and Secondary Education Act Title I programs has provided evidence that school districts are implementing supplementary programs funded by Title I which are separate and distinct from the base education programs. The focus of this study is on the relationship between the Title I supplementary programs and the base…

This research utilizes Brookover's social-psychological theory of learning by evaluating the level and/or change in self-concept-of-academic ability, significant others, and academic significant others of 121 black and white compensatory education students. As a result of exposure to compensatory education there was a significant positive change…

This document, prepared for a symposium on preschool compensatory programs, makes preliminary comments on the difficulty of program assessment and tight experimental design, on the necessity of in-depth involvement, and on the need for vigilance in maintaining an experimental condition. A number of studies in preschool intervention are reviewed…

The Pennsylvania Advancement School (PAS) opened for its first group of students in October 1967; since then, numerous programs and activities have given the school publicity. In this paper, general information about the school's activities is presented. The paper is divided into three sections: (1) activities that constitute PAS's core program;…

In this brief discussion of the evaluation of compensatory education, the author analyzes why it has been difficult to discover whether compensatory education has succeeded; in addition, why the causes of success or failure are difficult to assess. In particular, the author points out that the political and economic circumstances of programs make…

This report describes a study of the relationship of instructional process and program organization to pupils' learning in Title I compensatory education projects, as measured by the Stanford Reading Test. This is the first attempt to apply economic input/output methodology to compensatory education. Personnel in 42 projects in 37 California…

A description and evaluation of Elementary and Secondary Education Title I- funded projects for the state of Kentucky are reviewed in this report. It describes parental involvement, staffing, and project participants. Project components include the following: reading, kindergarten, general education, special education, and mathematics. A needs…

Lists the accomplishments of Head Start in its ten years of life, and discusses some of the areas of concern in the continuing struggle for children's rights. (BR)

Describes a specially designed measure of attitude toward reading and reports on the relationship between attitude toward reading, participation in compensatory reading programs, and reading achievement. (JM)

Reviews the literature on the effects of summer programs, and offers a reinterpretation of the role of summer learning in cognitive development. (PCB)

The No Child Left Behind Act required states and districts to begin offering supplemental educational services in the 2002-03 school year to students from low-income families attending Title I schools that had been identified for improvement for two years or more. This study examined the first year of implementation of supplemental services…

Discusses the functions of an effective parent council in assisting compensatory education. Suggests the kind of support that a local district should offer the council to get the best out of this form of citizen action. (Author)