As numerous studies from 1906 on have confirmed, children lose ground in learning if they lack opportunities for building skills over the summer. Nonetheless, summer learning loss comes up but rarely in the national discussion of education reform. By the end of summer, students perform on average one month behind where they left off in the spring.…

Prior experience with Elementary and Secondary Education Act Title I programs has provided evidence that school districts are implementing supplementary programs funded by Title I which are separate and distinct from the base education programs. The focus of this study is on the relationship between the Title I supplementary programs and the base…

Twelve compensatory education programs that service elementary and secondary school students in California are described in this report. The programs operate in districts that are eligible for Elementary and Secondary Education Act Title I funds. Each brief description includes background information, a discussion of program components, and the…

Evaluation summaries for 56 programs implemented by The Dallas Independent School District during the 1979-80 school year are highlighted in this report. Each summary is listed under one of the following sections: Title I Projects; State Compensatory Education Projects; Emergency School Aid Act Projects; Title IV-C Projects; and Other Projects.…

A description and evaluation of Elementary and Secondary Education Act Title I-funded projects for the Trust Territory of the Pacific Islands, (Micronesia), is provided in this report. The review of the projects is divided into six subsections, each representing a district in the Trust Territory of the Pacific Islands: Marianas, Marshalls, Palau,…

This brief report describes how to set up a Secondary Credit Exchange Program. The program allows migrant students following the crops (with their families) from Texas to Washington to keep up with their education by attending night classes. Various program aspects that are discussed in this document include: funding, curricula, materials,…

This analysis of a report on compensatory education prepared by the National Institute of Education (NIE) reviews special compensatory education services for participating students. The report reviewed describes student selection procedures, recipients of compensatory services, and types of services provided by compensatory education programs. The…

A description and evaluation of Elementary and Secondary Education Act Title I-funded programs for the state of Oregon is reviewed in this report. The major categories of information presented in this report are: the relationship of Title I projects to educational priorities of the State Board of Education; attainment of student performance…

This program consists of three components. The Learning Through Piano component is an innovative program of group piano instruction for elementary children. Music for Little People is designed to assist the self-contained classroom teacher in planning and implementing comprehensive music experiences for primary children. The Success Through…

Information presented in this report includes basic statistics for fiscal year 1977, participation trends, instructional impact, expenditures and staffing patterns, parent involvement, and five-year trends. The first ranked areas of instruction in the Title I program was reading, and the second was mathematics. A third significant instructional…

An abbreviated descriptive summary of each ESEA Title I project implemented by local education agencies in New York State using fiscal year 1974 ESEA Title I Federal funds is provided in this publication. The exceptions are in New York City, comprising the counties of Bronx, Kings, Manhattan, Queens, and Richmond. Projects for New York City are…

Two Elementary and Secondary Education Act (ESEA) Title I project components for the Maui District, Hawaii are evaluated in this report. These are the reading resource rooms and the preschools. This report makes the following recommendations: follow-through instructional services should be carried into the target pupils' regular classrooms; a…

This paper describes and evaluates the Follow Through Program in New York City. Although centrally coordinated at the Center for School Development of the Board of Education of the City of New York, each Follow Through Program is based on a different educational model, and in all cases but one, each model is sponsored by an educational institution…

This paper describes the Diagnostic Reading Clinic program, which is part of the Cleveland School System. The first section is an introduction which focuses on the needs and rationale of the program, the goals and objectives of the program, the historical background of the program, and the questions to be answered by evaluating the effectiveness…

The Elementary and Secondary (ESEA) Title I project components for Hawaii's Maui District are evaluated in this document. The first section reviews the following: the reading resource rooms, the preschools, and the measurement of academic gain as shown by the Peabody Individual Achievement Test. The second section presents a school-by-school…