Although many large districts have centrally organized their Chapter 1 (Education Consolidation and Improvement Act) compensatory programs at the district and project levels, elementary school improvement efforts are strongly tied to local school autonomy and principal leadership. This paper analyzes the Tucson (Arizona) Unified School District's…

Twenty-four elementary and junior high public schools that have received Chapter 1 funds since 1981 were selected for study in order to isolate effective school practices. Nine of these schools were included, also, in the earlier 1981-82 project; this publication, therefore, contains descriptions of only the 15 new achieving compensatory…

Identification of schools for improvement of Chapter 1 Programs raises the challenge of selecting the best technical procedures meeting the law and usefully guiding improvement efforts. Failure to demonstrate gains in student achievement has been operationalized on two levels: aggregate performance and desired outcomes. Aggregate performance…

Options and alternatives for an amended reauthorization of Chapter 1 grants are reviewed. New suggestions are presented for compensatory education service delivery, eligibility, and the allocation of resources. The choices, each of which is examined in detail in this report, include the following: (1) change the methods by which non-public schools…

This directory is a compendium of 108 outstanding Education Consolidation Improvement Act Chapter 1 compensatory education projects selected for recognition by the United States Department of Education in 1987. It is the fourth volume in the "Effective Compensatory Education Sourcebook" series. Volume 1 consists of a review of the…

This paper uses research and propositions to argue that staff development funds provided under Chapter 1 of the Education Consolidation Improvement Act of 1981 be used to integrate understanding of the special needs and prospects of and for Chapter 1 students throughout a school. Rather than isolate staff development opportunities within a Chapter…

This final report is part of a national assessment on the Chapter 1 Compensatory education program. The assessment, which began in 1984, includes national data through 1987. The topics covered in the report are the following: (1) program framework; (2) findings and implications of the national assessment; (3) distribution, character, and selection…

The Chapter 1 Successful Schools project is the product of collaborative development efforts by the Florida Department of Education, the state's Chapter 1 Evaluation Advisory Panel, and Technical Assistance Centers contracted through the Educational Testing Service. This report covers the initial pilot phase of the Successful Schools project. It…

Between 1985 and 1988, the Northwest Regional Educational Laboratory Chapter 1 Technical Assistance Center developed, refined, and disseminated a research-based process for improving local compensatory education programs. Known as the Chapter 1 Improvement Process (CHIP), the effort combined knowledge from five research areas into a year-long,…

The internal consistency of the Self Assessment Instrument of Chapter 1 Program Quality (SAICPQ) was studied. This instrument is widely used to assess the implementation of exemplary practices in compensatory education. The SAICPQ is a self-report questionnaire consisting of 13 subscales representing correlates of achievement in studies of…

This report examines variations in school and classroom attributes that were associated with improved student achievement outcomes. Of particular interest were those attributes of Chapter 1 and regular school programs that contributed to improved outcomes for educationally at-risk students. A secondary focus was to measure the relationships…

This report describes a research effort and some preliminary findings on effective school practices as they apply to the Portland (Oregon) Public Schools' Education Consolidation and Improvement Act (ECIA) Chapter 1 program, which is a supplementary basic skills instructional program for low-achieving students. Nearly 60 hours of unsystematic…

This paper argues for two major changes in the selection of students and in the way that services are delivered under Chapter 1 of the Education Consolidation and Improvement Act of 1981. The first change would make available Chapter 1 funds only to schools with very high proportions of children whose families live in poverty. The second change…

Key results and conclusions from the first year (1986-87) of the Detroit (Michigan) Effective Schools Project are presented. The project was designed to determine how low-achieving schools in Detroit can best be helped and to ascertain factors with greatest impact on retention and achievement. Focus is on assisting selected schools designated as…

The Title I Evaluation and Reporting System (TIERS) was assessed to determine the effectiveness of the TIERS in meeting its statutory objectives. A second purpose was to outline directions for the future of the system in light of enactment of the Educational Consolidation and Improvement Act of 1981. Focus was on assisting the United States…