The All Day Kindergarten Program was instituted in the Columbus Public Schools in January, 1972, for the purpose of providing a full day of instruction for underachieving kindergarten pupils. The 1982-83 program goal was that the average language/reading growth of pupils in program attendance for at least 80 percent of the instructional period…

This report describes and evaluates the Boise (Idaho) School District's operation of a Chapter 1 Project, the Elementary Structured Tutoring Program. The project provides tutoring in reading and mathematics skills to educationally deprived students in grades 2-6. Tutors are either paraprofessional adults or supervised students (grades 4-6) who…

This document provides the final evaluation report of the language development component of the Columbus, Ohio, Public Schools' Chapter 1 All-Day Kindergarten Program for 1989-1990. The overall goal of the program was to prepare underachieving kindergarten children for first grade. A total of 17 teachers in 17 elementary schools participated in…

This document presents the findings of a study by the Children's Defense Fund (CDF) on the Chapter 1 program of the Education Consolidation Improvement Act and makes recommendations for Congressional action. Overall, budget cuts and legislative changes have weakened the program's effectiveness and are depriving eligible children of its services.…

This report documents the activities undertaken to evaluate the federally sponsored prekindergarten program for educationally disadvantaged preschoolers conducted by the Saginaw, Michigan school district. This program, funded by Chapter 1 of the Education Consolidation and Improvement Act, was serving 502 children at the beginning of the 1993…

This instructional resource guide has been developed to assist Kentucky teachers in compensatory education programs funded under Chapter 1 of the Education Consolidation and Improvement Act. Over 100 suggested classroom activities, games, and bulletin boards are grouped under the following topics: (1) effective instruction for Chapter 1 students;…

This document presents the distribution of Chapter 1 funds in North Carolina during academic year 1985-86, and analyzes the effects Chapter 1 programs have on student's academic performance. Included among the findings are the following: (1) 125,355 students, or nine percent of the students in North Carolina's 1,378 schools, participated in…

This report presents statements, letters and supplementary material submitted in favor of a bill renewing funding for Chapter 1 of the Education Consolidation and Improvement Act. Testimony describes how successful the program has been and suggests how the bill can be changed and the Chapter 1 program improved. Among suggestions made are the…

Finds that the keys to success were communication and collaboration between specialists and teachers. Notes that the participants expressed an awareness of the changing roles of reading specialists. Finds that major strengths were promoting self-esteem, fostering a love of reading, providing specialized instruction, serving as a student advocate,…

A study examined the relationship between the attendance of parents of low-achieving students at scheduled school meetings and conferences and student performance in reading and language arts. Data were gathered from 73 Chapter 1 schools in the Dallas Independent School District. Variables used were the performance of Chapter 1 students in reading…

During the first half of the 1988-89 school year, the Chapter 1 Prekindergarten Program of the School District of the City of Saginaw, Michigan, screened 488 children and served 446. Process evaluation data on cognitive, psychomotor, parent participation, education, language development, and scheduling activities in 13 classrooms revealed that:…

South Carolina's utilization of Title I-Chapter 1 funds between 1979 and 1983 is summarized in this report. First, a statistical overview of Chapter 1's impact on the State as a whole is presented. Twelve charts are included which contain data on State allocation, student participation, personnel employed, budget funds by type of service, program…

A study evaluated the effectiveness of the 1994-95 Reading Recovery program as implemented in the Columbus, Ohio, public schools. The program featured individualized one-on-one lessons provided by 69 specially trained teachers serving 546 pupils. Data included results of administration of Metropolitan Achievement Tests and Scott Foresman text…

This evaluation report describes and assesses a compensatory education delivery system in the school district of Saginaw, Michigan. Three reading and math programs, for selected grades between grade 1 and grade 9, had the following goals: (1) to provide intensive academic instruction to the educationally disadvantaged; (2) to involve parents in…

Presents a three-year case study of a Chapter 1 Schoolwide Project's (SWP) implementation and effects. The school environment prior to SWP, the program's development, and results are discussed. During the years of SWP status, teacher development, parental involvement, student attendance, and academic achievement all reveal dramatic improvements.…