Concludes that Title I has suffered from a politically bad image that might be due in part to unrealistic expectations. (FL)

Two schools in Idaho received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement improvement efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) Jefferson Middle School; and (2) Lakeside Elementary School. The experiences of this non-recipient school is…

This is an evaluation report of ESEA Title I programs in St. Louis, Missouri which maintains that despite the decline in funds, St. Louis' Title I children held their own. In 1970, these students scored about two months higher on achievement tests than they had in 1966. The fact that Title I students are not losing ground is considered a…

Examines Title I (now Chapter I) programs, specifically their problems, the reasons for those problems, and their future. (FL)

Most of the federal government's support of disadvantaged young children has come through Head Start and Chapter 1 programs. Chapter 1 has mainly been used for pull-out remedial reading and mathematics programs in the elementary grades. The National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) is…

PRESENTED ARE DESCRIPTIONS OF 18 TYPICAL PROJECTS IN VERMONT WHICH WERE DEVELOPED WITH ELEMENTARY AND SECONDARY EDUCATION ACT TITLE I FUNDS. ARRANGED BY CITY OR TOWN, EACH BRIEF PROJECT RESUME PRESENTS A STATEMENT ABOUT THE NEED AND SUBSTANTIATION (BASELINE DATA), TITLE, PROJECT DESCRIPTION, PROPOSED EVALUATION METHODS, AND COST. OVERALL, THE…

A description and evaluation of Elementary and Secondary Education Act Title I-funded programs for the state of Oklahoma are reviewed in this report. The project components include the following: remedial reading, speech therapy, learning disabilities, underachievers, remedial math, remedial language arts, remedial science, special education, and…

This fifteenth annual report provides a summary of activities offered in Ohio through Title I of the Elementary and Secondary Education Act. Information presented includes (1) statistics for fiscal 1980, (2) participation trends, (3) instructional impact, (4) expenditure and staffing patterns, (5) parent involvement, and (6) five-year trends. The…

This article notes some of the criticisms of government-funded compensatory education programs found in two recent reports: the Rand Report on Federal Programs and the Meissner Report on the status of New Jersey's state-funded remedial programs. (SJL)

This paper discusses the significant political advances for disadvantaged children that have been dependent upon trends and upheavals in the economy and major social or political movements. Evidence is provided which indicates that large scale U.S. government programs are rarely based on a public concern for children, but rather on a more…

The Reading Strategy Project is designed for intermediate grade students who need assistance in the mastery of basic reading skills. The available data demonstrated that the Title I treatment group enhanced their average reading comprehension scores significantly. The gain exceeded the project objective of four normal curve equivalent points. The…

The poor record of affirmative action plans in government demonstrates that the Carter administration's plan to reform the Civil Service is not working. It is the management that has failed to take the steps necessary to translate pronouncements into practice. (Author/EB)

The objective of the final conference was to provide an opportunity for the 10 Associate institutions of National Project II to share what they had learned, both individually and as a consortium. Each institution had been chosen to participate in the project on the basis of an exemplary program for underprepared college students. This document…

Atlanta Public Schools received $604,250 to operate a program under the Emergency School Aid Act (ESAA). The program provided remedial reading and mathematics to eligible students. Students were selected on the basis of scoring 90 age achievement quotient points or below on the "Iowa Test of Basic Skills." Four objectives were included…

The effect of Title I reading instruction was examined in a group of students as they progressed from grade two through grade six. The number of students who fell below the twenty-third percentile on a reading achievement test (the criterion for Title I participation) was tabulated for each year to determine the program's effectiveness both in…