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…

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…

Recent release of "Prospects," a national evaluation of Chapter 1/Title I ($7.2 billion federal program for disadvantaged elementary-school students), has questioned effectiveness of entire program. However, 1994 Title I reauthorization allows high-poverty schools to turn their dollars into markedly better achievement by adopting…

The one group posttest only evaluation model has been identified as a relatively inexpensive and useful model that can identify program components that are not being successful. The use of the model is discussed and illustrated through a hypothetical evaluation of a compensatory (Chapter 1) program. The one group posttest only evaluation model…

This paper describes a decision-theory-based procedure for compensatory education student selection that will increase the informational value of data available from program evaluation data collection and district information systems. The information produced by the decision theory approach bears directly on the basic question of who gets served.…

This collection of documents describes the Chapter 1 programs of the Newark (Ohio) City Schools and presents a model for programs to increase student success. Newark is a midsized city district with 1 high school, 3 middle schools, and 12 elementary schools, 7 of which receive Chapter 1 services. Collaborative efforts include replacement classes.…

Compares the effects of the dynamic and traditional testing models on reading placement levels of Chapter I students. Finds that students have a wider range of functioning in reading than traditional placement indicates. Concludes that teachers can place students more accurately by using the dynamic model. (PRA)

Describes the Portable Assisted Study Sequence (PASS) program, a coordinated national effort to help migrant students complete their education. Provides information on the following: (1) when PASS can be taken; (2) how it operates; (3) what PASS courses are available; (4) what comprises a PASS packet; (5) how credits are awarded; and (6) program…

This report evaluates the use of instructional models in eight New York City high school remediation programs funded in 1988/89 by Chapter 1 of the Education Consolidation and Improvement Act and the Pupils with Compensatory Educational Needs (PCEN) program. It found that teaching strategies within each of the models were surprisingly similar. The…

This paper describes and illustrates a decision theory model to analyze student selection strategies in Chapter 1 programs. The relationship between the method and the practice of moral evaluation activity is based on viewing justice as a fundamental moral concern in distributing resources, one which is accomplished, in part, through student…

Like the Elementary Secondary Education Act Title I, the Education Consolidation Improvement Act Chapter 1 requires school districts to determine at least once every 3 years whether Title I achievement gains are sustained over a period of 12 months or more. A local education agency (LEA) has considerable flexibility in the approach it takes in…

Between 1985 and 1988, the Northwest Regional Educational Laboratory Chapter 1 Technical Assistance Center developed, refined, and disseminated a research-based process for improving local compensatory education programs. Known as the Chapter 1 Improvement Process (CHIP), the effort combined knowledge from five research areas into a year-long,…

A program needs assessment device, the Chapter 1 Instructional Quality Indicators (IQI), was developed for the purpose of guiding staff development by indicating areas of strength and weakness in Chapter 1 classroom practices and procedures. In this handbook, the development and administration of the IQI is discussed in section I. Section II…

This report describes a research effort and some preliminary findings on effective school practices as they apply to the Portland (Oregon) Public Schools' Education Consolidation and Improvement Act (ECIA) Chapter 1 program, which is a supplementary basic skills instructional program for low-achieving students. Nearly 60 hours of unsystematic…

This study examines effective models for use of Chapter 1 funds. The interventions for Chapter 1 of the Elementary and Secondary Education Act are examined for several Northern California Bay Area elementary schools. Ten teachers answered questions related to the current Chapter 1 program in effect at their school sites. Responses indicate that…