Results indicated that students identified as disadvantaged who participated in Chapter One received significantly more reading and language arts instruction in regular education classes than did mainstreamed children identified as handicapped and served through special education programs. (PCB)

This document summarizes the criteria for Chapter 1 eligibility, discusses a step-by-step selection procedure, used in the Austin Independent School District, explains the laws and regulations concerning how students are to be selected, emphasizes that special testing should be administered to students whose scores are clearly discrepant from…

In the Montgomery County Public Schools in Maryland the Chapter 1 program is atypical in that the mainstream model is used. Students remain in their classrooms for Chapter 1 instruction, which they receive along with regular instruction. This model is increasingly recognized by other districts as an alternative to the more widely used pull-out…

Argues that special and segregating programs for students having difficulty learning focus on within-child deficits, keep students apart from their peers, and lower teacher expectations. The authors make a case for urban schools and teacher preparation that enhance skills in dealing with diverse learners and encourage inclusion. (GR)

This report describes a longitudinal study of pupils who were enrolled in the Columbus (Ohio) Public Schools as grade 1 students at the beginning of the 1979-80 year. Using existing pupil records, information was obtained for a 5-year period regarding pupils' service in the Chapter 1 program, other categorical programs, and special education…

This report presents a summary of South Carolina's utilization of Title I/Chapter 1 funds as an educational resource for educationally deprived children from 1981 through 1985. It also identifies those projects exhibiting the greatest gains in student achievement during 1985. During the five years studied, there were steady decreases in the…

The summer 1987 high school Institute for Career Exploration (ICE) Program was a theme-based instructional program for incoming 9th and 10th grade students who were eligible for services provided by chapter 1 of the Education Consolidation and Improvement Act, students with limited English proficiency, and special education students who recently…

Seven alternative approaches used by school districts dissatisfied with the Chapter 1 pullout model are described in this paper. The problems the districts encountered are discussed, and the viability of implementing similar programs in other districts is assessed. The seven programs include two replacement models, two aide-based delivery service…

The following findings are presented in this second evaluation of Chapter 1 of the Education Consolidation and Improvement Act of 1981: (1) the achievement of disadvantaged students has improved since 1965, relative to the general population; (2) Chapter 1 students experience greater increases in achievement test scores than others; (3) students…

This report evaluates the Chapter 1 Program in Community High School District #218 in Cincinnati, Ohio. It covers the following four areas: description of the program, comparison between sites, program conformity with stated goals, and assessment of impact on students. The evaluators found much variation between sites. The mathematics program is…

This report evaluates a summer program funded under Chapter 1 of the Education Consolidation and Improvement Act (ECIA) and administered by the Division of Special Education of the New York City Board of Education. The 1989 Chapter 1 Reading and Mathematics with Athletics summer program served 1,537 students with mild to moderate handicaps in…

The articles of this special issue commemorate 25 years of the Chapter 1 compensatory education program. With the enactment of Title I of the Elementary and Secondary Education Act of 1965 the Federal government became widely and directly involved in precollegiate education. By 1991, under the Hawkins Stafford Act of 1988, the initiative, renamed…

The High School Public Law 89-313 Instructional Support Program was designed to enhance the education of handicapped high school students who were formerly enrolled in state-operated or state-supported settings prior to being transferred to a New York City public school. Eligible students are those with handicapping conditions who may be…

Developed by the Nebraska Department of Education, this guide provides information for designing the Early Childhood Combination Program, a program that allows school districts to combine programs and use multiple sources of funding. The guide covers the following areas: (1) planning; (2) program design; (3) certification of staff; (4)…

The purpose of this study of the Charlotte-Mecklenburg Chapter 1 Preschool Program was to document the program's effects and to make a start at determining whether the program prevents later school problems. It was hypothesized: (1) that former preschool program members would have significantly better language development than eligible students…