Though the Coleman Report stated that factors within the schools seem to affect achievement much less than factors outside the schools, this report suggests that there are strong and consistent achievement gains by students when they are given computer-assisted instruction (CAI) over a reasonable fraction of a school year. Supporting this claim is…

This evaluation of the 1989-90 Resource Laboratory Program for Computer Assisted Instruction (CAI) in Washington (District of Columbia) elementary and junior high schools found that the program improved participants' mathematics achievement, but did not have a significant effect on reading achievement. The program is funded under Chapter 1 of the…

This report examines the effectiveness of four different instructional models used to deliver compensatory education in 1985-86 in Seattle (Washington) by analyzing "sustained gains" in student achievement. A student's "sustained gain" is the reading or mathematics achievement test score gain between spring 1985 and spring…

This paper reviews evaluation reports on the use of integrated learning systems (ILSs) in elementary and middle schools throughout the United States in light of the following questions: Do these systems work? Do students make more progress using an ILS than learning in "traditional" ways? Could the cost of software and equipment be…

This paper reviews research on effective pull-out programs for elementary students who are at risk for school failure. The emphasis is on programs that can be readily replicated by schools other than those that developed them. The focus is on programs provided to students who have been identified as in need of remedial services which are…

The Chapter I Take-Home Computer (THC) program was established in nine elementary and eight middle schools in Atlanta (Georgia) in the 1989-90 school year. One hundred and eighty computers were sent home with 422 students, whose parents were willing to work with the students, for 6-week periods. Log sheets were kept by each child regarding the…

A study was done to determine the 1988-90 sustained gains in reading or mathematics among students in grades two through five in Seattle (Washington). These students were not retained but given compensatory education for 1 of the 2 years through one of the following models: (1) a traditional "pull-out" approach in reading and/or…

A computer-assisted instructional system has been implemented in 21 elementary schools in Chicago. The system runs on a UNIVAC 418-III computer which processes concurrently the reading, language arts, and mathematics drill and practice strand programs of the Computer Curriculum Corporation. All students participating qualified under the Elementary…

In a four-year longitudinal study of computer-assisted instruction, mathematics, reading, and language arts courseware developed by Computer Curriculum Corporation was evaluated in four elementary schools. Each curriculum raised students' scores on standardized and curriculum-specific tests. Program costs, participant attitudes, and implications…

In the 1980-81 school year, the Title I program in Lafayette Parish, Louisiana, initiated research into the effectiveness of computer-assisted instruction (CAI) for mathematics in grades 3-6. Children from two lower socioeconomic area schools, who were one or more years below grade placement but were already making gains of 6-9 months due to an…

Reviews the role of technology in the classroom and the role that technology can play in educational reform. Discusses issues of educational equity connected with the use of computer-assisted instruction (CAI) in remedial, compensatory, and special education for minority students. (FMW)

Intended to improve language and reading skills of selected underachieving students, the 1988-89 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio, public schools served 4,902 pupils in grades 1-8 in 102 schools. The program featured individual and small group instruction arranged according to pupil needs, as well…

Intended to improve language and reading skills of selected underachieving students, the 1987-88 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio, public schools served 4109 pupils in grades 1-8 in 94 schools. The program featured individual and small group instruction arranged according to pupil needs, as well…

This report evaluates the Chapter I Take-Home Computer (THC) Program established in five elementary schools and four middle schools in academic year 1990-91 in the Atlanta (Georgia) Public Schools. The program involved sending 180 computers home for 6-week periods only with those students who had parents who were willing to attend a meeting and…

Intended to improve language and reading skills of selected underachieving students, the 1989-90 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio, public schools served 5,135 pupils in grades 1-8. Implementation of the program was accomplished through daily instructional activities to strengthen and extend…