The effectiveness of one remedial mathematics technique is examined. Results indicated that students who passed remedial math and then took college algebra had significantly higher final algebra grades than did undergraduates who failed remedial math. (MLW)

Describes the nature and problems of migrant education in Illinois,and concludes that the educational programs are creative, flexible, and varied. (DM)

Describes a Title I ESEA program for educationally deprived children in small town-rural areas in central Illinois. Program involves motor and perceptual development, improvement of self concept, attendance, and health. (DM)

Two rebuttals to William Cooley's criticisms of Title I programs in the January 1981 issue of "Educational Leadership" claim he incorrectly interpreted the data on the effectiveness of the programs. Cooley responds. (MLF)

This handbook provides information on how to use comprehensive schoolwide models to improve learning for more students. It paves the way for creating programs under Title I of the Elementary and Secondary Education Act (ESEA) that are grounded in the lessons of successful Chapter 1 schoolwide programs. Following the executive summary and…

This document reports findings of a study that evaluated the implementation model developed for Project SHAL, an "effective schools" reform model. Implemented in 1980 in Area I of the St. Louis Public School District (Missouri), Project SHAL is an acronym for the four original participating schools--Stowe, Hempstead, Arlington, and…

This report is an evaluation of the test preparation clinic program sponsored by the National Association for the Advancement of Colored People. The project's primary objective is described as improving the SAT (Scholastic Aptitude Test) scores of low income black high school students, thus increasing the pool of minority youngsters able to meet…

This booklet summarizes evaluation information from the first year of Chapter 1 programs (funded under the Education Consolidation and Improvement Act of 1981) in Virginia, and presents highlights from the last 18 years of the Title I program (funded under the Elementary and Secondary Education Act). The summary, which reflects the results of…

The Elementary and Secondary Education Act Title I evaluations submitted by local education agencies to the Virginia Department of Education are compiled in this report to summarize statewide Title I implementation during the 1977-78 school year and summer. An overall summary of Title I programs is presented in narrative form, as are descriptions…

Because of inadequate funding and poor planning, most disadvantaged children remain in a compensatory education enrichment program for only a year or two before they are forced to return to a regular classroom. Children go back to the traditional setting and their accelerated cognitive growth rate soon begins to fade. (Author/GC)

Examined (1) whether educational opportunity programs (EOP) designed for disadvantaged students were proactive or reactive in their responses to students' needs, (2) whether institutions "institutionalized" this support by providing funds from the base budget, and (3) the degree of institutional funding before and after Federal monies were made…

A national study surveyed (1) extent to which state and local programs serve the most in need, (2) less expensive nontraditional approaches to instruction, and (3) state regulations that act as barriers. Found that most of the efforts are in nontraditional settings, correspondence courses are successful and less costly alternative, and most…

Presents major elements of a comprehensive pilot program called DEPTH (Developmental Education: A Program That Helps) implemented in 1977 at Raymond Walters General and Technical College. Discusses orientation program, course content and organization, advising, and program evaluation. (DR)

Children with specific language impairment (SLI) frequently experience difficulties with understanding vocabulary and are subsequently academically disadvantaged. This study describes a curriculum-based assessment and therapy technique and its implementation with two children with language difficulties. Mathematical vocabulary that the children…

The Saginaw Prekindergarten program for educationally disadvantaged children is designed to provide 4-year-old children with an environment that will enable them to develop skills needed for future success in school. The process evaluation conducted in 1995 consisted of an on-site, half-day classroom observation at 8 of the 15 prekindergarten…