This study explored the interaction between student characteristics and the online environment in predicting course performance and subsequent college persistence among students in a large urban U.S. university system. Multilevel modeling, propensity score matching, and the KHB decomposition method were used. The most consistent pattern observed…

This article describes the implementation in Brooklyn, New York, of the Diagnostic Testing and Prescriptive Instruction mathematics instruction model, which establishes the level of knowledge of each student and then offers instruction at the student's pace. Implementation involves teacher training, student selection, curriculum development, and…

Describes and evaluates a compensatory education program designed to incorporate the characteristics which successful programs have in common: diagnosis of each student's strengths and weaknesses; small-group instruction; a variety of teaching materials and techniques. (Author/JM)

This program was a recycling of the Elementary Secondary Education Act Title I Clinical-Guidance Program for pupils in designated non-public schools, for 1966-70. The project supplied the consulting and clinical services of psychologists, social workers, and guidance counselors for the staff, pupils, and parents of pupils in designated non-public…

Focusing on a New York City school district educational project funded in December 1968 and performed under contract with the New York City Board of Education, this publication evaluates the continuation of several 1967-68 Title I activities, including two decentralized parts of the Early Childhood Program--diagnosis and special instruction in…

Contents include evaluations of the following programs funded under Title I of the 1965 Elementary Secondary Education Act: (1) The Early Childhood Preschool Summer Headstart Program; (2) Kindergarten "Star" Program; (3) Identification and Treatment of Perceptual Difficulties Program; (4) Summer Day Elementary Program; (5) Homework…

Under Corrective Mathematics Services for Disadvantaged Pupils in Non-Public Regular Day Schools, 1969-1970, funded under ESEA Title I, corrective mathematics services were to be provided by licensed teachers from the New York City Board of Education for approximately 16,100 children from poverty areas who attended 146 non-public regular day…

The College Adapter Program (CAP) is a program to train inner-city young men and women with high potential for post-secondary technical training. These young men and women either have dropped out of high school, or have been insufficiently prepared in high school for further educational training. The Orientation monograph is a statement of those…

Designed as a comprehensive district-wide elementary education program, the Directed Learning Program, funded under Title I of the 1965 Elementary and Secondary Education Act, is meant to encourage learning at an individual rate related to achievement ability rather than to age. The basic for instruction is the home base group in which students…

This proposal outlines goals for improvement in public schools in disadvantaged areas in New York City in the following five fields: academic achievement, teacher training, accountability, decentralization and community involvement. A description of skills to be attained in the kindergarten and grades 1-8 is given along with recommendations for…

The two studies reported here investigate the role of experiential factors in the development of creative thinking of children and adolescents. The first assigned 400 male students from six high schools in the New York metropolitan area to four criterion groups of 100 each: (1) Creative Art or Writing, (2) Creative/ Scientific, (3) Control Art or…

The Readiness Program for Disadvantaged Pre-School Children with Exceptional Learning Disabilities, a New York State Urban Education Quality Incentive Program, provides educational, clinical and socialization services to children who manifest developmental problems in the areas of language functioning, social and emotional adjustment, fine and…

Evaluated was a project designed to provide a supplementary individualized reading remediation program for 1,221 educable mentally retarded students (12-16 years old) from 41 intermediate or junior high schools in New York City. The project goal was to diagnose the reading disabilities of the students, raise their level of reading proficiency, and…

The objectives of this program, funded under Title I of the 1965 ESEA, were as follows: (1) to raise the achievement levels in reading for children in the special schools who were retarded in reading two or more years. Each of the 28 special schools selected a target group of children for whom intensive remediation was provided; (2) to develop…

This evaluation of the Title I, Elementary Secondary Education Act of 1965 programs of New York City Community School District I, reviews six programs, as follows: (1) Pre-Kindergarten and Kindergarten program, Early Childhood Pre-School Summer Headstart, serving children who have never attended school and who will attend kindergarten or some who…