Since July 1971, the Educational Testing Service has planned and conducted a study of compensatory reading programs in United States public schools. This document, an addendum to the final report for phase two of the study, includes a discussion of the relationship of classroom observations and effectiveness in the phase two sample of noteworthy…

Since July 1971, the Educational Testing Service has planned and conducted a study of compensatory reading programs in United States public schools. This document, an addendum to the final report for phase two of the study, focuses on the reclassification (according to funding) of the 92 schools originally categorized as unclassifiable, reporting…

Provides information on the New Jersey Basic Skills Assessment Program, focusing on the evaluation of New Jersey colleges' remedial programs, their importance, and future directions. Includes data on attrition rates and mean grade point averages for fall 1982 and students requiring remedial reading in 1982-83. (DMM)

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)

Reported is an evaluation of the remediation program for students with sub-standard preparation at Hunter College of the City University of New York. Program results and a method for assessing results in a situation where ethics and administrative problems preclude the use of a randomized control group are presented. (JMD)

Presents a seven-step model for analyzing the impact of retention programs on students, using data from a Supplemental Instruction (SI) program to demonstrate how research is done. States that this model can generate data for reports on the impact of intervention and may be applied to any intervention program oriented toward retention and…

Boston's 1981-82 Title I program, consisting of supplementary reading instruction in the elementary grades and reading and language arts at the middle and secondary levels, is evaluated in this report. In the elementary grades, the average pre-post test gain was well above the program success criterion. On the average, a greater percentage of…

This topical synthesis addresses the problematic issue of whether the techniques, processes, and procedures that generally result in effective, high-quality education will also achieve results with at-risk youth. After an extended introduction that raises this question, the key characteristics of effective schools are specified as leadership, a…

An evaluation was conducted of the Atlanta Public Schools Sunclasses program, which was designed to reinforce basic reading and mathematics skills of retained or administratively placed students in grades 1-4, through 10 instructional television programs aired during a 6-week period in the summer of 1984. Supplementary activities implemented to…

The Program for Institutionalized Children provided a supplementary individualized reading and/or mathematics remedial program, utilizing a diagnostic-prescriptive approach with the Croft Reading and Base Mathematics materials. Achievement was measured by means of criterion referenced testing procedures. Targeted pupils were all Title I eligible…

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…

In the Higher Education Opportunity Program, which operated in 72 independent colleges and universities in New York State in 1976-77, enrollment figures showed that 6,227 students enrolled in full and part time courses during the year, with 4,948 attending four year schools and 846 at two year schools. Of the 6,227 enrollees 2,144 were freshmen.…

In 1974, the Board of Regents of the University System of Georgia created the developmental studies program in response to a growing number of entering freshmen who were inadequately prepared for curricula assuming mastery of the basic skills. Early attempts to evaluate developmental programs in Georgia simply used standard survey techniques to…

The Comprehensive Basic Skills Program Review was designed by the New Jersey State Department of Education to provide a diagnosis of problems contributing to inadequate achievement in the basic skills. Local program reviews followed the state developed process and were conducted by many schools. The process analyzed the existing school programs…

The problems in implementing and evaluating a television project for teaching reading in thirteen District of Columbia schools are described, and the opinion is offered that the project was successful in producing a rapid improvement in the students' interest in improving their reading ability. Participants were 300 students in grades four through…