This is a collection of four papers concerned with improvement of Chapter 1 programs in the northwestern United States. The first paper (Steve Murray) describes a program improvement support model presently in use. It summarizes the process of program adoption in five northwestern states and describes differences in state context that have…

This manual provides regulations to assist local education agencies in Georgia in planning, designing and implementing programs of compensatory education for Title I eligible children. The areas considered under program planning include: the responsibilities of local educational agencies, allocation and reallocation of funds, accounting of fiscal…

This paper discusses the basic components of a quality summer compensatory program which includes (1) definite objectives, (2) planned, directed teaching, (3) division of responsibility, and (4) internal evaluation. The findings of the Westinghouse report on Head Start and the Ypsilanti Preschool Curriculum Demonstration Project are discussed.…

This report synthesizes the information presented at three conferences designed to develop guidelines for future funding for Follow Through programs. These conferences were part of a series of activities undertaken by the National Institute of Education (NIE) in 1981 to plan for a new set of Follow Through research and pilot project activities.…

This handbook is designed to provide parents and advocates with the information they need to take an active role in Chapter 1 programs. It contains 11 chapters. Chapters 1-4 are designed for anyone interested in learning more about the basic requirements of Chapter 1 law. Specifically, these chapters provide a brief overview of the law, explore…

A quality control review of Connecticut's Sustained Effects studies was undertaken by the Chapter 1 Evaluation Technical Assistance Center (TAC) operated by RMC Research Corporation. Nineteen Connecticut school districts had selected from among four basic evaluation designs in implementing the Chapter 1 Sustained Effects requirement during 1982 to…

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…

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…

It is time to revise the Chapter 1 program to prepare disadvantaged children to meet the challenges of the National Education Goals. The Chapter 1 program must be aligned with larger reforms to develop higher standards for student performance and greater accountability. The gap in achievement between disadvantaged and other students means that…

The study involved an attempt to promote use of evaluation data in compensatory education through a technical assistance effort at the state education agencies (SEA) level. It included a secondary analysis of Hawaiian Title I longitudinal data and dissemination of findings through a series of consultations with evaluation and program personnel at…

Chapter 2 Formula funds provide federal aid to states through the Elementary and Secondary Education Act (ESEA) of 1965 as amended in 1988 by PL 100-297. Funds can support programs for students at risk of failure or dropping out, or students for whom providing an education entails higher than average costs. Funds can also support programs for…

Chapter 1, Title I of the Elementary and Secondary Education Act of 1965, authorizes federal assistance for state and local programs of education for disadvantaged elementary and secondary school pupils. Its appropriation for fiscal year (FY) 1989 is $4.6 billion. Chapter 1 has been reauthorized and comprehensively revised by the 100th Congress,…

Three districts that desegregated their schools by choice--Berkeley, California, Moore County North Carolina, and Searcy, Arkansas--as well as the Hillsborough County, Florida school district, desegregated under court order, are examined in this publication. All four studies examine the desegregation plans of each district as well as the…

The Chapter 1 program of the Educational Consolidation and Improvement Act would be made more efficient and effective by implementing the following recommendations: (1) improve the targeting of funds; (2) let good educational practice rather than accounting practice shape Chapter 1 programs; (3) establish systems of output accountability for…

In 1985 the Supreme Court ruled that funding school districts for purposes of aiding children at the parochial schools they attend is unconstitutional. Now it is virtually impossible for parochial schools to receive aid. In order for Chapter 1 of the Education Consolidation and Improvement Act to serve all eliglbe children, including those…