Describes the rationale for the Camden (New Jersey) Direct Instruction project, an instructional system used in elementary schools. Presents two studies completed by the project in 1984-85: a study of the improvement of reading instruction and a study of the use of Direct Instruction in "transitional classrooms" with students having…

HOTS (Higher Order Thinking Skills) is a creative program (combining the use of computers, drama, Socratic dialog, and a detailed curriculum) to build thinking skills of educationally disadvantaged students in grades four through seven. HOTS learning activities help students realize what thinking and persevering can accomplish. Principals can help…

School district personnel responsible for administering Title I programs recognize that for a student to take advantage of remediation the individual must be present for instruction. Many evaluations of Title I programs have attributed increased achievement to increased attendance, without explicitly investigating this assumed relationship. This…

Two rebuttals to William Cooley's criticisms of Title I programs in the January 1981 issue of "Educational Leadership" claim he incorrectly interpreted the data on the effectiveness of the programs. Cooley responds. (MLF)

This report evaluates Project Concern, a compensatory education program of the Hartford, Connecticut public schools, funded by Title I of the Elementary and Secondary Education Act, the State Act for Disadvantaged Children (SADC), and local compensatory education funds. The report analyzes participant selection procedures, describes program…

This report describes a longitudinal study of pupils who were enrolled in the Columbus (Ohio) Public Schools as grade 1 students at the beginning of the 1979-80 year. Using existing pupil records, information was obtained for a 5-year period regarding pupils' service in the Chapter 1 program, other categorical programs, and special education…

Presented are procedures and selected results from an evaluation and audit of the Special Day Program for elementary level educationally handicapped students in a California school district. It is explained that the purpose of the three special day classes was to provide an intensive remedial program for students with severe learning disabilities.…

The Des Moines Chapter I math program served 1110 students in grades 1-8 during school year 1982-83. The total population of Chapter I students attained the established criteria for achievement gains but the gains for grades 7 and 8, taken alone, were lower than the goals. The same was true for mastery of math objectives. All parent contact…

This report evaluates Boston's Title I Elementary Reading and Mathematics School Programs for 1980-81. Ninety-eight percent of students enrolled in the programs received Title I instruction five days a week. Instruction was highly individualized, and teachers and aides used individualized daily planning. On the average, students attended school on…

The major focus of this interim report on Boston's Chapter I Elementary Reading Program (1982-83) is a comparison of the traditional pull-out model with a pilot model in which the Chapter I teacher works in the student's regular classroom and uses the same basal reader as the classroom teacher. The pilot project was not well received, with 73…

This report describes and evaluates the Boise (Idaho) School District's operation of a Chapter 1 Project, the Elementary Structured Tutoring Program. The project provides tutoring in reading and mathematics skills to educationally deprived students in grades 2-6. Tutors are either paraprofessional adults or supervised students (grades 4-6) who…

In April 1987, the Austin school board approved the current student assignment plan, which returned most elementary students to their neighborhood schools and created 16 predominantly minority schools with many students from low-income families. This report summarizes the outcomes of a 5-year plan, "A Plan for Educational Excellence," in…

The Wiley and Harnischfeger school effects model treats quantity of instruction as a predictor of school performance. Despite the importance of the model for the study of school and program effects, including the incremental effects (if any) of Title I and other compensatory efforts, very little information is available on its practical…

During the 1979-80 school year, the Des Moines Title I math program served over 1300 students in grades 1-8. Overall, the program met its objectives. The average percentile rank of students in grades 2-8 improved from fall to spring. Also, except for grades 4 and 7, gains exceeded the established criteria. Junior high school students' attitude…

In the 1981-82 school year, the Des Moines Title I math program served 1261 students in grades 1-8. The students mastered over 80 percent of the program objectives and achieved an increase in percentile rank from fall to spring. According to the results of attitude measurements, junior high school students' attitudes toward learning became more…