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Download full textGallardo, Veronica Maria; Reyna, Sylvia; Ledesma, Lupe; Isais-Garcia, Armando; González, Carlos – Washington Office of Superintendent of Public Instruction, 2020
This guidance is designed as a companion resource to the Office of Superintendent of Public Instruction's (OSPI's) "Continuous Learning 2020" (ED606046) publication, issued April 2020, which states: "Continuous learning" means establishing and maintaining connections with students and families to provide learning materials and…
Descriptors: Immigrants, School Closing, Elementary Secondary Education, Federal Legislation
Curtis, Rebecca C. – 1976
This program was designed to supplement the New York City tax levy educational program provided for 2128 underachieving socially maladjusted, emotionally disturbed students in grades three through twelve. Most of the students were enrolled in 16 special day schools for the socially maladjusted and emotionally disturbed. The remaining students were…
Descriptors: Elementary Secondary Education, Emotional Disturbances, Learning Laboratories, Program Descriptions
Herr, Audrey – 1975
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. The program was designed to serve 1,640 children attending special day schools, psychiatric hospitals, and day and residential treatment centers for the socially maladjusted and emotionally…
Descriptors: Emotional Disturbances, Exceptional Persons, Handicapped Children, Problem Children
Griggs, Shirley A. – 1975
A total of 1,922 pupils participated in this Title I Elementary Secondary Education Act Program, which was designed to improve the reading and/or mathematics skills of the students. The program aimed to serve students in special schools or residential treatment centers in New York City who were in kindergarten through grade 12. The majority of…
Descriptors: Elementary Secondary Education, Emotional Adjustment, Emotional Disturbances, Handicapped Children
Joiner, Lee – 1971
The Title I program in Schools for Socially Maladjusted and Emotionally Disturbed Pupils, funded under the 1965 Elementary Secondary Education Act, is a federally supported enrichment program which provides library services, art, science, health education, remedial reading, remedial mathematics, instructional materials, curriculum improvement,…
Descriptors: Academic Achievement, Achievement Gains, Compensatory Education, Elementary Education
Howell, John F. – 1975
The effectiveness of an Elementary Secondary Education Act (ESEA) Title I preschool education program, which stressed listening habits and language skills, on disadvantaged children in kindergarten and first grade was examined. Graduates and nongraduates were administered The Boehm Test of Basic Skills and a teacher completed adjustment rating…
Descriptors: Academic Achievement, Compensatory Education, Disadvantaged Youth, Followup Studies
Williams, Thelma M. – 1967
Evaluated is a project to increase services for socially maladjusted pupils in four New York City schools located in institutional settings. Additional teaching staff, equipment, and supplies were allotted to these schools under Elementary and Secondary Education Act (ESEA) Title I programs. The degree of implementation of the plan to augment…
Descriptors: Ancillary School Services, Educational Legislation, Federal Programs, Institutionalized Persons
Bergeth, Robert L. – 1973
The Bryant Youth Educational Support Center (YES) was established in the fall of 1968 to meet the needs of Bryant Junior High students who were socially maladjusted and/or academically underachieving. The primary objectives of the center are to improve basic skills achievement and to modify inappropriate behavior. Approximately 50 students attend…
Descriptors: Achievement Gains, Achievement Tests, Basic Skills, Education Service Centers
Teaching and Learning Research Corp., New York, NY. – 1973
The objectives of this program, funded under Title I of the 1965 ESEA, were as follows: (1) to raise the achievement levels in reading for children in the special schools who were retarded in reading two or more years. Each of the 28 special schools selected a target group of children for whom intensive remediation was provided; (2) to develop…
Descriptors: Cognitive Development, Dropout Programs, Educational Diagnosis, Emotional Disturbances
