Background/Context: Over the last ten years, a convergence of laws and decrees has impacted the development and implementation of Arizona's current program for English language learners (ELLs): the four-hour Structured English Immersion (SEI) model. Arizona's new model, while being touted by some as the most effective program for ELLs (Clark,…

This report consists of the descriptions and results of two studies carried out to examine Title I programs in the Newark, New Jersey, public schools. The Sustaining Effects Study focused on two groups of pupils: those who participated in Title I programs for two years (1979 to 1982), and those who received remediation for one year (1979-80) and…

The major focus of this interim report on Boston's Chapter I Elementary Reading Program (1982-83) is a comparison of the traditional pull-out model with a pilot model in which the Chapter I teacher works in the student's regular classroom and uses the same basal reader as the classroom teacher. The pilot project was not well received, with 73…

Analysis of the reading and math California Achievement Test performance of participants in compensatory reading and math programs in the Atlanta, Georgia, public schools is consistent with previous findings. The lowest performing students were selected to participate, and although the level of their performance was well below the national norm…

Nearly forty monographs, papers and journal articles are abstracted in this review of recent literature on instructionally effective schooling. The works, most of them published since the mid-1970s, focus on various aspects of urban, minority, and compensatory education, as well as on more general issues in elementary and secondary educational…

This study evaluated the effectiveness of the Pyramid method, an educational method for 3- to 6-year-olds. The Pyramid method seeks to improve young children's chances for a successful primary school career, particularly among ethnic minorities (of Turkish, Moroccan, Cape Verdian, and Surinam origins) and Dutch children of poorly educated parents.…

The present study examines the impact of the Direct Instruction (DI) program on the high school careers of the economically disadvantaged students who participated in the DI model of Project Follow Through. The study involves six sites: East St. Louis; New York City; Flint, Michigan; Williamsburg County, South Carolina; and Uvalde, Texas. A…

A longitudinal analysis was conducted of school performance by children enrolled in kindergarten between 1968 and 1978. The total Follow Through Program was studied, as well as each of the seven teaching models, focusing on achievement, school experience type, absence, and prekindergarten data. A base-year and a later year were identified for each…

This report provides a synopsis of findings from an interim report of an ongoing national study of Title I schoolwide programs conducted by the Laboratory for Student Success in conjunction with other Regional Educational Laboratories. The study is designed to develop a national database on program features, implementation requirements, and…

This is an evaluation report for Title I compensatory education programs conducted in Seattle, Washington, in 1976-1977. Demographic and achievement data were collected for 5325 students participating in reading and mathematics programs. The Title I student body was characterized by a high proportion of blacks and many students from poor and…

This is an evaluation report on a Title I non-public schools reading skills program that served students in grades 4-8 in New York City in 1979-1980. The program's goal was to provide individualized diagnostic prescriptive reading and writing skills instruction for severely disabled readers. Section one of the evaluation provides a description of…

In the course of a national survey of schools funded under Chapter 1 of the Education Consolidation and Improvement Act, other studies and data were reviewed to determine what was already known about compensatory education. This literature review covers several types of studies on the nature of Title I/Chapter 1 instructional services, staff, and…

Past studies of compensatory education programs in mathematics show that they have not addressed mathematical concerns, have not had clear program goals, have had a narrow view of what constitutes evaluation, and have taught little that would improve students' mathematical abilities. In the future, compensatory programs for mathematics should…

This report contains the results of the second year (1975-76) of a five year longitudinal study to determine the effectiveness of Title I programs for disadvantaged students in Seattle, Washington's Public Schools. The report attempts to identify Title I student characteristics and determine which educational variables affect academic performance.…

This is an evaluation of a Title I non-public schools corrective reading services program that provided remedial reading and writing instruction to students in grades 1-12 in New York City in 1979-1980. Section one of the report describes the program. An outline of data analysis methods is found in the second section, as are pre and post test…