This publication celebrates a quarter century of Elementary and Secondary Education Act programs in Ohio. Characteristics of Title I from its origin in 1965, through the change of Title I to Chapter 1 in 1982, to the present, are reviewed. Of particular concern are basic premises of Title I, administrative problems in getting the program going,…

The pullout model is the model most widely used for Chapter 1 programs. This model involves taking students out of their regular classroom for one or more class periods to receive instruction from a Chapter 1 teacher. Problems associated with the pullout model include lack of coordination between the pullout class and the regular classroom. This…

A Chapter I evaluator reflects on developments in her role within the Title One/Chapter One Program through five phases. The phases were characterized, successively, by broad acceptance, defensiveness, indifference, negativity, and openness to criticism. (TJH)

School administrators should immediately inform representatives and senators in Congress about local construction needs in their own school districts. Administrators should also lobby for renewing the landmark Elementary and Secondary Education Act of 1965 (ESEA), particularly the Chapter 1 program. AASA will push for a new ESEA that tackles poor…

States that Chapter I services can be used to encourage parents and children to work together in language arts. Asserts that parents who lack basic literacy skills are limited when helping their children. Shows how parent education programs, language arts training, and laptop computers can help overcome parents' sense of inadequacy and enable them…

Instead of espousing early intervention, schoolwide models, or general classroom aid, educators must develop more specialized programs treating the real problems of Chapter 1 students at different stages. Chapter 1 should not be used as general aid to replace local and state responsibility to improve schools, but should focus on helping…

Chapter 1 legislation provides additional resources to schools with a certain percentage of low-income students to help ensure that all children learn. Calls on parents and legal service advocates to take an active role in ensuring accountability for Chapter 1's application in schools, and provides questions to help parents better understand and…

Through the leadership of the Mississippi Board of Education, the Mississippi Department of Education conducted two separate studies of the reading programs offered in the state. The first study examined statewide trends in reading achievement and compared selected school districts' data with data from the National Assessment of Educational…

Chapter 1 programs across the country have taken significant steps toward building better communication with hard-to-reach families. Schools should adapt communication strategies to family needs, reach the intended audience, design inviting parent workshops, and make "good news" telephone calls. A sidebar features the McAllen, Texas,…

Current Chapter 1 remedial and compensatory education programs may not be worth the substantial funds being poured into them. To address shortcomings, such programs should be upgraded, reconceptualized as educational (not funding) programs, and fully integrated into the total school program. Includes 14 references. (MLH)

Chapter 1 service providers assume that children suffer from a knowledge deficit best treated through remedial instruction. Actually, remedial students do not understand "understanding." The Higher Order Thinking Skills (HOTS) project stimulates four general thinking techniques (metacognition, inference from context, decontextualization,…

While forging a political and social consensus to support existing compensatory education efforts, supporters have exhausted any notion of whom they mean to help, what their problems are, how to determine success, or how best to help. This article redefines high risk youth, dispels some common misconceptions about low-achievers, and outlines…

The National Association of Migrant Educators (NAME) presents recommendations for the 1993 reauthorization of federally supported educational programs serving migrant children. These recommendations entail a comprehensive strategy for helping migrant children attain national education goals, and reflect findings of national studies as well as…

A research design is described for the situation in which a program, particularly a compensatory education program funded by Chapter 1 of the Hawkins Stafford Act of 1988, can be evaluated when there is no available comparison group and no pretest data. The design requires content specialists to identify which objectives on the posttest were…

Schoolwide projects may use Chapter 1 resources to improve the entire educational program of a school. In this respect they differ from other Chapter 1 projects in which resources are used to provide additional services only to students identified as educationally disadvantaged. It is possible that educationally disadvantaged students, who are the…