It is claimed that the funded program, the subject of this study, never existed per se, except on paper. It was found that over half of the schools did not receive new project personnel designated under program guidelines. Moreover, substantial numbers of principals and teachers did not even know their schools were participating in the program.…

School district personnel responsible for administering Title I programs recognize that for a student to take advantage of remediation the individual must be present for instruction. Many evaluations of Title I programs have attributed increased achievement to increased attendance, without explicitly investigating this assumed relationship. This…

An evaluation of empirical evidence from three studies published in journal articles and a book chapter indicated insufficient cause to view the Adaptive Learning Environments Model as a successful, large-scale, full-time mainstreaming program for integrating handicapped pupils and remedial/compensatory education students into general education.…

Educators, concerned over the educational deficiencies of many students, largely from low-income and minority populations, are seeking new instructional techniques. One method which may hold considerable promise for remedial education is computer-assisted instruction (CAI). The present paper describes CAI, its various uses, its particular…

This evaluation of the 1989-90 Resource Laboratory Program for Computer Assisted Instruction (CAI) in Washington (District of Columbia) elementary and junior high schools found that the program improved participants' mathematics achievement, but did not have a significant effect on reading achievement. The program is funded under Chapter 1 of the…

Students in need of supplementary reading and mathematics instruction were identified, their specific needs determined, and prescriptive activities formulated. Prescriptive reading and math teachers were responsible for program implementation and coordination with classroom teachers in three elementary schools and one junior high school. Staff…

This report is an evaluation of a New York City school district educational project funded under Title I of the Elementary and Secondary Education Act of 1965. Approximately 4,812 elementary and secondary non-public school children, drawn from four New York City boroughs and enrolled in the ESEA Reading, Mathematics, and English as a Second…

This paper reports the first phase of a larger longitudinal follow-up study of graduates of Youth Aliyah. At its inception in the early 1930's, Youth Aliyah was conceived as an organized campaign to attract Jewish adolescents away from Central Europe and inspire them to move alone or with their families to Palestine. During the war and immediately…

The Compensatory Education Program for Educationally Deprived Children in the California Youth Authority was initiated in the summer of 1967, as a Title I program for delinquent children in institutions funded under Public Law 89-750 which amended P.L. 89-10. Responsibility for evaluation of ESEA programs is vested in the Educational Research…

Identified are four major fallacies in Douglas Fuchs and Lynn Fuchs' critique of the Adaptive Learning Environments Model (ALEM) and the General Education Initiative (GEI): erroneous interpretations of the GEI, segregationism in the Fuchs' point of view, the research base of the ALEM, and readiness for the GEI. (JDD)

This paper refutes the arguments of Margaret Wang and Herbert Walberg in their support of the Adaptive Learning Environments Model (ALEM) and the General Education Initiative. It focuses on the small number of ALEM implementations and replications, weaknesses of the research and evaluations supporting ALEM, and other specific criticisms. (JDD)

This report examines the effectiveness of four different instructional models used to deliver compensatory education in 1985-86 in Seattle (Washington) by analyzing "sustained gains" in student achievement. A student's "sustained gain" is the reading or mathematics achievement test score gain between spring 1985 and spring…

The nineteenth annual summary of activities provided through Chapter 1 of the Education Consolidation and Improvement Act and its Title I predecessor, this report includes statistics for fiscal 1984, participation trends, instructional impact, expenditure and staffing patterns, parent involvement, and five-year trends. After a brief discussion of…

The Summer Umbrella Program was designed to provide remedial instruction to children with demonstrable needs in reading, mathematics, and English as a second language. Instruction functioned on an individual or small group basis, employing a flexible, eclectic, multi-modality methodology. The instructional design was diagnostic/prescriptive. Pre…