This document, the first of three reports to be produced as part of the National Assessment of Chapter 1 programs, summarizes a wide range of information about those whom the programs are intended to benefit. The report provides an analytic and demographic framework from which to view the actual operations of local Chapter 1 programs. The first…

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…

This book is a resource for educators in any setting who are trying to implement school support teams. New legislation requires states to establish systems of intensive and sustained support for schools that receive Title I funds. School support teams are to become the primary component of these systems. These support teams, external groups of…

School support teams--external groups of teachers, pupil services personnel, and reform experts--assist schools as they plan, implement, and improve their schoolwide Title I programs. Team members of the Texas School Support Initiative, begun as a 1994-95 pilot project involving 12 schools, learned the value of building trust, starting with…

This paper analyzes alternative approaches to allocating Chapter I funds for the education of disadvantaged children. The paper begins with a short discussion of the traditional method of distributing funds to districts on the basis of low-income student representation and then considers how changes in the poverty count from the 1970 to the 1980…

This paper presents excerpts from the introductory and summary chapters of an interim report published in January 1986, the first of three reports to be produced as part of the National Assessment of the Education Consolidation and Improvement Act of 1981 (ECIA) Chapter 1. The interim report, which is intended to provide an analytic and…

This document reviews the range of findings contained in 10 recently commissioned reports on how Chapter 1 programs are implemented and how successful they are in increasing the achievement of disadvantaged students. Although the conclusions of the reports are not the same, there are some developing consensuses. Findings are discussed in the…

Examines research on schoolwide programs with the views of experienced practitioners in 21 highly regarded schoolwide projects under Chapter 1, to identify the principles guiding effective schoolwide programs. The framework that the most successful schools build on is described, and practices that future Title 1 schoolwide programs can adopt are…

The Chapter 1 program represents the nation's largest federal investment in elementary and secondary schools. This report describes the operation of Chapter 1 services, with a focus on instructional practices and classroom organization. Specifically, the report describes how services differed by the poverty level of a school and by the type of…

Used hierarchical linear modeling to study the relations between the degree of Chapter I and regular-program coordination in high-poverty schools and students' longitudinal achievements while controlling for the compositional features of the school. Findings reveal some areas in which high-poverty schools can influence the academic achievement of…

The Chapter 1 Successful Schools project is the product of collaborative development efforts by the Florida Department of Education, the state's Chapter 1 Evaluation Advisory Panel, and Technical Assistance Centers contracted through the Educational Testing Service. This report covers the initial pilot phase of the Successful Schools project. It…

With the lowest per capita income in the nation and a higher dropout rate than any other state, Mississippi is struggling to remediate deeply entrenched educational problems. Despite a statewide education reform effort that predated the national movement, educators are finding a century of poverty and illiteracy difficult to reverse. (AF)

The instructional needs of compensatory education students are not being properly met. The ways in which compensatory education students are being instructionally shortchanged include the following: (1) compensatory education students may not be getting their fair share of district services; (2) compensatory education services are perhaps being…

This volume summarizes the third year of the 3-year Study of Chapter 1 Implementation and addresses how schools have responded to the changes in Chapter 1 created by the Hawkins-Stafford Amendments of 1988. Results are summarized of nationally representative surveys, collected during 1991-92 and the third year of Hawkins-Stafford implementation,…

This report establishes a strategy for Federal action on behalf of the nation's children and their families, and begins by urging that the concepts of the Full Employment and Balanced Growth Act of 1978 (P.L. 95-523) be enforced and implemented. Section I provides an introduction to and summary of the report. Section II delineates the cost of…