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PDF pending restorationKangas, Jon – 1994
Project AFFIRM (African-American First Investment Return Module) was established at Evergreen Community College in fall 1989 as a comprehensive academic and support program to help African-American students achieve their college transfer or associate degree goals. AFFIRM courses have the same content as traditional courses, but utilize…
Descriptors: Academic Achievement, Black Students, Community Colleges, Comparative Analysis
Peer reviewedInvernizzi, Marcia; And Others – Reading Teacher, 1997
Describes the Charlottesville (Virginia) Volunteer Tutorial, a one-on-one tutorial program that promotes the literacy development of young children and involves a wide range of community volunteers. Suggests that the program offers one model of an affordable, alternative form of early intervention. (SR)
Descriptors: Early Intervention, High Risk Students, Primary Education, Program Descriptions
Download full textHopper, Peggy F.; And Others – 1997
Research has found evidence for the validity of remedial and developmental English courses in preparing students to pass freshman-level English courses. To determine whether similar validity could be demonstrated for remedial and developmental English courses at Tennessee's Walters State Community College, the percentage of former remedial and…
Descriptors: Basic Writing, Community Colleges, Comparative Analysis, Developmental Studies Programs
Maryland State Higher Education Commission, Annapolis. – 1997
This study evaluated a pilot project for privatizing or outsourcing remedial education programs in the state of Maryland. The program was conducted by the mathematics department at Howard Community College and Sylvan Learning Systems, a Baltimore-based tutoring company, and covered four periods the summer, spring, and fall semesters of 1995 and…
Descriptors: Community Colleges, Compensatory Education, Educational Assessment, Higher Education
Cason, Harry; Meter, Carol, Ed. – 1993
This study describes the 1992-93 Chapter 1 Developer/Demonstration Program, Learning to Read through the Arts (LTRTA), and evaluates the effectiveness of its implementation. The program offers intensive holistic reading and reading-oriented arts instruction to Chapter 1-eligible students, using an interdisciplinary, thematic approach that…
Descriptors: Art Activities, Art Education, Educational Research, Elementary Education
Educational Planning and Research, Boston, MA. – 1979
In Boston's Title I Middle School Reading Program, and High School Reading, Reading/Language Arts, and High School Mathematics Programs (1978-79), the criteria for growth in reading and math skills were met on a program-wide basis. Mastery of performance objectives in reading by a majority of students was, however, achieved with only limited…
Descriptors: Achievement Gains, Compensatory Education, Educationally Disadvantaged, Elementary Secondary Education
Public Affairs Research Inst., Wellesley, MA. – 1980
In this report, Boston's Title I Elementary Enrichment Program (reading, math, and language arts), Middle and High School Program (reading/language arts), and the PL 81-874 Program (reading/language arts) for 1979-80 are examined. Elementary reading and language arts students had mixed gains, while math students at all elementary levels exceeded…
Descriptors: Achievement Gains, Compensatory Education, Educationally Disadvantaged, Elementary Secondary Education
Mei, Dolores M.; And Others – 1990
This report details the overall results of Chapter 1 programs, results by superintendency for 1988-89, and school-by-school summary statistics in math and attendance. The Chapter 1 funded Math Skills Program provides remediation in mathematics to eligible high school students. Students enrolled in the Math Skills program may receive a full year of…
Descriptors: Course Evaluation, Educational Assessment, High Schools, Mathematics Education
van der Ploeg, Arie J.; And Others – 1986
The effectiveness of an Education Consolidation Improvement Act Chapter 1 program was studied in a large urban school district. A common problem in evaluating remedial programs is that pretest/posttest achievement gains often indicate the effects of the entire curriculum, rather than those specific to the remedial class. In this district, over…
Descriptors: Core Curriculum, Effect Size, Elementary Education, Evaluation Methods
Cunningham, Donna; And Others – 1985
A third-party evaluation of the Texas coordinated vocational-academic education (CVAE) program was conducted in 1984-85 to determine the effectiveness of CVAE as a vocational program for meeting the needs of secondary students who are unsuccessful in traditional academic programs. A project advisory committee was established, a review of…
Descriptors: Academic Education, Basic Skills, Disadvantaged Youth, Dropout Prevention
PDF pending restorationBrown, Roger – 1987
Once every three years, school districts receiving Chapter 1 funds are required to conduct a study of the sustained effects of their Chapter 1 programs. To meet this requirement, the Columbus (Ohio) Public Schools employed a fall-spring test design to determine the degree to which pupils who participated in the Compensatory Language Experiences…
Descriptors: Achievement Gains, Compensatory Education, Elementary Education, Longitudinal Studies
New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. – 1980
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…
Descriptors: Achievement Gains, Class Organization, Compensatory Education, Curriculum Development
Davis, John A. – 1978
This yearly evaluation report of the Early Childhood Education (ECE) program in Dayton, Ohio, presents research results for five areas of program assessment. These areas are (1) measurement of four- and five-year-olds' educational experiences and development in areas such as cognitive skills and personal-social responsiveness, using the Caldwell…
Descriptors: Basic Skills, Cognitive Development, Disadvantaged Youth, Early Childhood Education
Carin, Arthur A. – 1979
This document presents evaluations of five Title I/Impact Aid programs supported by Community School District 32 in Brooklyn, New York. The five programs were: (1) Strengthening Early Childhood Component; (2) Bilingual Methodology Reading Component; (3) Mathematics Laboratory Component; (4) Reading Laboratories Component; and (5) Non-Public School…
Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Early Childhood Education
SCHREIBER, DANIEL – 1962
THE BACKGROUND AND GROWTH OF THE NEW YORK CITY HIGHER HORIZONS PROGRAM ARE DESCRIBED. IN 1956, A PILOT PROJECT WAS INITIATED IN ONE JUNIOR HIGH SCHOOL TO IDENTIFY AND STIMULATE ABLE DISADVANTAGED CHILDREN. ITS GOALS WERE TO ENCOURAGE HIGHER ASPIRATION LEVELS, ACHIEVEMENT, AND AN IMAGE OF BEING COLLEGE-BOUND. ACCORDINGLY, THE PROGRAM INCLUDED…
Descriptors: Aspiration, College Preparation, Counseling, Disadvantaged Youth
