An estimated 13,600 public school districts nationwide (90 percent) have Chapter 1 compensatory education programs, funded under the Education Consolidation and Improvement Act. Nearly all of these districts (97 percent) had State oversight visits (compliance reviews and program audits) from Fall 1982 to Spring 1986. A recent survey of these…

This handbook was developed to provide Chapter 1 Migrant Directors in local educational agencies with guidance in operating their Chapter 1 Migrant programs. It is based on the Chapter 1 Migrant Regulations issued on October 2, 1989 and the Migrant Education Program Policy Manual issued by the U.S. Department of Education in 1990. Information is…

This volume is the fourth module, "Enforcement," of the evaluation report documenting how States met the requirements of Title I of the Elementary and Secondary Education Act of 1965, as amended in 1978, and identifying exemplary State management practices and documents. The module begins with a history of enforcement under Title I up to…

As one of five field studies in the National Assessment of Chapter 1, this project studied the design and operations of the Chapter 1 program at the point of service delivery. Examination of the program at 24 schools revealed the following: (1) inflationary pressure on Chapter 1 budgets affected design decisions among schools; (2) cross-site…

In order to improve desegregation of the elementary schools, and the low achievement level of elementary schools with high concentrations of poor and minority students, the Massachusetts Board of Education placed a coordinated approach to improving urban schools first among its objectives. The following educational objectives were set for each…

Title I of the Elementary and Secondary Education Act of 1965 made funds available to local education agencies (LEAs) to meet the educational needs of educationally deprived children. In 1981, Title I was superseded by Chapter 1 of the Education Consolidation and Improvement Act. Five volumes--a final report and four management modules--were the…

In the 20 years since the major Federal program for the disadvantaged began, surprisingly little has changed from its original vision. It is now time to question some of the basic policies of Chapter 1 of the Education Consolidation and Improvement Act in view of the change in conceptions about the Federal role and the recent state and local…

This volume is the second module, "Monitoring," of the evaluation report documenting how states met the requirements of Title I of the Elementary and Secondary Education Act of 1965, as amended in 1978, and identifying exemplary State management practices and documents. The module begins with the history of monitoring provisions under…

This paper reviews the economic and political science literature, and the literature on Chapter 1/Title I in order to identify policy options that retain adequate fiscal accountability as well as insure program quality. Chapter 1 of the Education Consolidation and Improvement Act of 1981 is the successor to Title I of the Elementary and Secondary…

This volume is the third module, "Parent Involvement," of the evaluation report documenting how states met the requirements of Title I of the Elementary and Secondary Education Act of 1965, as amended in 1978, and identifying exemplary State management practices and documents. The module begins with a history of parent involvement under…

An increased proportion of Chapter 1 budgets across the country have been directed to the purchase of microcomputer hardware and software. A major reason for this expenditure has been the promise of better instruction, or at least more instruction for Chapter 1 students, without additional staff resources. Although evidence for instructional…

This booklet is a guide to assist school districts in administering Chapter 1 projects funded through the 1988 Elementary and Secondary School Improvement amendments and focuses on areas of flexibility in Chapter 1 funding. An overview of Chapter 1 flexibility emphasizes that the legislation is designed to best meet the special educational needs…

This report considers how local Title I administrators allocate time responsibilities, how burdensome and important they find the various Title I requirements, and what effects they expect the Education Consolidation and Improvement Act to have on paperwork and administrative burden. Data include mail questionnaires returned by a national sample…

Over time, compensatory education has become an increasingly institutionalized and effective Federal program, characterized by the following: (1) cooperation; (2) mutual accommodation on the part of national, state, and local officials; (3) ready acquiescence to Federal guidelines at the state and local level; and (4) shared responsibility among…

However defined, the quality of services under Chapter 1 of the Education Consolidation and Improvement Act is heavily dependent on the setting in which those services are delivered. Working definitions of the following aspects of program delivery are presented as a means of establishing evaluation criteria: (1) the resources applied to a local…