This qualitative, exploratory, comparative case study examined plant-based innovations in Title I PK12 public-school nutrition programs (PSNPs) in the context of the School Health Index (SHI) and Whole School, Whole Community, Whole Child (WSCC) objectives. The study explored the perceptions of PK12 superintendents, school board members, nutrition…

The Council of Chief State School Officers' (CCSSO's) commitment to equity is rooted in the belief that all students--across race, ethnicity, gender, language, disability, sexual orientation, or family background or income--deserve an education that prepares them for success in college, careers, and life. One of the actions that state education…

Examines how student health care in a K-8 Title I district functioned overall and how school administrators interacted with on-campus health care providers. Minorities received inadequate care. Administrators did not routinely associate students' health with their school performance and were not adept at assisting providers. (Contains 65…

This report on the 1969-70 Dayton Early Childhood Education program is divided into three parts: (1) an overview of the ECE program, (2) a description of the program components of ECE, and (3) an evaluation. Section 1 includes an introduction and reports on the growth of the program, how the program contributes to the kindergarten program, the…

Part I of this report, a resume of the Dayton, Ohio, Early Childhood Education (ECE) Program for 1971, is an evaluation of the program. It includes the extent of the services provided an analysis of the needs of the children by preschool teachers, objectives, the team approach used by the staff including staff make-up and their responsibilities,…

The Child Parent Education Centers, funded through Title I of the Elementary Secondary Education Act of 1965, are administered by the Chicago Board of Education in areas characterized by a high density of low-income families. Approximately 2100 children, ages three through nine, are enrolled in the 11 centers which offer up to six years of…

The main focus of this ESEA Title I program review and forward look is on problem areas the National Advisory Council on the Education of Disadvantaged Children has identified since its first report in 1966, which the Council feels seems to deserve the early attention of a new Administration and Congress. Major recommendations are as follows: (1)…

This Illinois District 189, East St. Louis Public Schools, 1973-1974 evaluation report on programs, services, activities and projects funded in whole or in part under Title I of the 1965 Elementary Secondary Education Act is organized into five parts. Part One, 'Title I Projects' comprises reports on seven projects. Continuing Education for…

The Mississippi Department of Education evaluation of Elementary and Secondary Education Act Title I programs covers the number of participating students, health and medical services, roles of State and Local Education Agencies, and affirms the effectiveness of the reading programs on disadvantaged students. Other topics commented on are the lack…

EIGHTEEN COMPENSATORY EDUCATION PROGRAMS IN WASHINGTON STATE FUNDED UNDER TITLE I OF THE 1965 ELEMENTARY AND SECONDARY EDUCATION ACT ARE BRIEFLY REVIEWED IN THIS REPORT. TO A GREAT EXTENT THESE PROGRAMS (MOSTLY FOR ELEMENTARY SCHOOL STUDENTS) PROVIDE REMEDIAL WORK IN READING, WRITING, AND ORAL COMMUNICATION. MANY ARE ALSO CONCERNED WITH…

This exemplary program in health and nutrition is designed to: eliminate the barriers to learning imposed by poverty and cultural isolation; increase the student's ability to learn; improve pupil health and attitudes; and, make the schools responsive to the social, economic, and cultural needs of the community. The program features an extensive,…

Although this project report emphasizes 1968-1969, the fourth year of Dayton's Early Childhood Education Program (ECE), it also refers to experiences ongoing from 1965 when ECE was initiated. The 1968-1969 program was a continuation of efforts to provide concentrated and continuous learning experiences for 3-, 4-, and 5-year-old children in…

DESCRIPTIONS ARE GIVEN OF MANY ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) PROGRAMS IN DIFFERENT STATES. THE MAJOR PROBLEMS OF LOCAL EDUCATIONAL AGENCIES--INTERPRETING AND APPLYING THE INTENT OF ESEA, DEFINING ATTENDANCE AREAS, RECRUITING PERSONNEL, AND EVALUATING PROGRAMS--ARE DISCUSSED. AN APPENDIX INCLUDES INFORMATION ON FUND ALLOCATIONS,…