Several different mathematical methods for optimization of instruction are presented and compared. A way in which one of these methods might be applied to the measurement and avoidance of inequality in educational opportunity and performance is presented. Finally, it is suggested that computer-assisted instruction might provide a particularly…

This paper reviews research on effective pull-out programs for elementary students who are at risk for school failure. The emphasis is on programs that can be readily replicated by schools other than those that developed them. The focus is on programs provided to students who have been identified as in need of remedial services which are…

The Higher Order Thinking Skills Program (HOTS) is a computer-based program for teaching thinking skills developed by Stanley Pogrow at the University of Arizona. It is now used in over 800 U.S. schools. This study investigated the effects of the HOTS program versus the traditional Chapter 1 program on fourth and fifth grade students'…

In a four-year longitudinal study of computer-assisted instruction, mathematics, reading, and language arts courseware developed by Computer Curriculum Corporation was evaluated in four elementary schools. Each curriculum raised students' scores on standardized and curriculum-specific tests. Program costs, participant attitudes, and implications…

The Computer-Assisted Instruction in Mathematics project, of the Cleveland Public Schools, uses microcomputers to provide supplemental remedial instruction in mathematics to students in grades 7-12. The project also provides inservice training for classroom teachers on the use of microcomputers for math remediation and on the development of…

Based on the results of informal surveys conducted by each of four Technical Assistance Centers and several surveys and studies addressing the availability and use of computers and microcomputers in education, this paper examines the accessibility of computer technology to disadvantaged students in Chapter 1-assisted instructional programs. A…

Intended to improve language and reading skills of selected underachieving students, the 1988-89 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio, public schools served 4,902 pupils in grades 1-8 in 102 schools. The program featured individual and small group instruction arranged according to pupil needs, as well…

Intended to improve language and reading skills of selected underachieving students, the 1987-88 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio, public schools served 4109 pupils in grades 1-8 in 94 schools. The program featured individual and small group instruction arranged according to pupil needs, as well…

Designed to improve underachieving high school students' reading and communication skills, the Secondary Reading Program, formerly the Secondary Developmental Reading Program; served 597 ninth, tenth, and eleventh graders in 12 Columbus, Ohio, public schools. Funding was made available through the Ohio Disadvantaged Pupil Program Fund (DPPF). For…

Designed to improve underachieving high school students' reading and communication skills, the Secondary Reading Program served 595 ninth, tenth, and eleventh graders in 12 Columbus, Ohio, public schools. Funding was made available through the Ohio Disadvantaged Pupil Program Fund (DPPF). Thirteen teachers participated in the 1987-88 program,…

Intended to improve language and reading skills of selected underachieving students, the 1989-90 Compensatory Language Experiences and Reading Program (CLEAR) of the Columbus, Ohio, public schools served 5,135 pupils in grades 1-8. Implementation of the program was accomplished through daily instructional activities to strengthen and extend…

Intended to assist underachieving high school pupils in improving their reading and communication skills, the Secondary Developmental Reading Program in the Columbus, Ohio Public Schools, emphasized literacy survival skills and reached 809 pupils in grades 9 and 10 in 13 senior high schools during the 1986-87 school year. The program used…

This report describes and discusses the results of a 5-year program evaluating the effectiveness of computer-assisted instruction (CAI) for compensatory education of elementary school students. The report comprises seven parts: (1) an overview of the final report, in which project background, methodology, findings, and implications are summarized;…

During 1985-86 the Division of Special Education of the New York Board of Education operated a Chapter 1/P.S.E.N. Remedial Reading and Mathematics Program which served approximately 11,500 English-speaking and limited English Proficient (LEP) students. Of these, 9,627 received reading instruction alone, and 119 received remedial instruction in…

The effects of varying amounts of computer assisted instruction (CAI) in mathematics, on the academic performance of 446 fifth and sixth graders scoring below norm on the California Test of Basic Skills (CTBS) were investigated. Independent variables were: (1) beginning-of-year CTBS mathematics pretest score; (2) teacher's verbal ability; (3)…