This report describes a study of the relationship of instructional process and program organization to pupils' learning in Title I compensatory education projects, as measured by the Stanford Reading Test. This is the first attempt to apply economic input/output methodology to compensatory education. Personnel in 42 projects in 37 California…

A description and evaluation of the Elementary and Secondary Education Act Title I-funded programs for the state of Maryland are presented in this report. Programs concentrated on instruction in language arts (reading) for students with special educational needs in the first, second, and the third grades. Developmental reading readiness for…

In this manual, project directors of the Intensive Reading Instructional Teams (IRIT) program in Hartford, Connecticut, public schools, are provided with suggestions for evaluating compensatory programs such as the IRIT. Three models for basic Title I evaluation are discussed and compared: a norm-referenced model, a control group design, and a…

These are the collected appendices to the evaluation reports on Title I non-public school programs conducted in New York in 1979-1980. Materials contained include: (1) teacher and program coordinator interview forms; (2) clinical and guidance survey; (3) classroom observation form; (4) supplements to the teacher questionnaire; (5) reading skills…

Part one of this two-part report focuses on the supplementary programs, partially funded under Titles I and IV of the 1965 Elementary Secondary Education Act, at Mary McLeod Bethune Elementary School. The faculty at Bethune chose to focus on the primary clusters--kindergarten, first, second, and third grades--for evaluation. Special emphasis was…

This source book provides brief descriptions of exemplary Title I, Elementary and Secondary Education Act programs that have been approved for dissemination as of November of 1977. For each project the following sets of data are provided: (1) the target audience of the program, (2) a description, (3) tests administered to program participants and…

Adult basic education programs existing in Hartford, Connecticut, in 1970 were catalogued and described in order to better understand what was available to adults in need of compensatory education. This document contains descriptions of 27 of the programs which attempted to meet the educational needs of adults functioning at low skill levels.…

Federal funds authorized under Title I of the Elementary and Secondary Education Act of 1965 and Title IV-A of the 1967 Amendments to the Social Security Act provided compensatory programs and family services. The English-Reading Activity under Title I consisted of intensive reading instruction and health-medical services for the lowest achievers.…

The judgment of whether or not a city's Title I reading program is a success is dependent upon the length of time used in the evaluation. This study's findings that estimates of achievement rates and judgments of success were dramatically affected by the length of time used in the evaluation was consistent across all the compensatory education…

This paper provides descriptive information about the implementation of prescriptive criterion referenced testing and its impact on a compensatory reading laboratory program in the Houston public schools. After describing the program and the rationale for the selection of a criterion referenced test, a study of the teachers' utilization of the…

Two Emergency School Aid Act (ESSA)-funded compensatory education reading programs served 1900 Minneapolis students in desegregated schools during 1974-75. Both programs generally met their objectives for comprehension gain among disabled readers. Students in the ESAA Intermediate Reading Program achieved a median rate of about 3 grade-score…

State Compensatory Education (SCE) is a supplemental program designed to eliminate disparities in (a) student performance on assessment instruments administered under Chapter 39 of the Texas Education Code (1995, amended 2007), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by…

This research project investigated the differences in reading achievement levels between students enrolled in Title I compensatory education programs and other students in the same school. Both groups also were compared to similar students in a school which did not receive Title I benefits. The evaluation process was based on an analysis of…

This study evaluated the reading component of a compensatory education program designed to aid college students whose skills are not sufficient to meet the demands of required English and other courses in the basic studies curriculum. The reading course is required for students who score below 550 on the SAT verbal subtest and who score poorly on…

To investigate the effects of Title I reading programs and the relationships of relevant sets of variables to student achievement, this study sought to determine the unique, and the common, contributions of background, mental ability, program, and parental involvement to the variance in reading comprehension and vocabulary scores for Title I…