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…

Chapter I programs are based on locally identified needs, and projects are developed and operated at the local level to meet each district's needs. A majority of Chapter I programs stress language and math skills, however, there are a wide variety of instructional approaches. This source book relates educational practice to research in school…

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 overall goal of the Chapter 1 Child-Parent Interaction Program is to increase the language skills of educationally disadvantaged preschool and kindergarten students. The program's attributes for success are as follow: (1) clear goals and objectives; (2) coordination with regular school programs; (3) parent/community involvement; (4)…

Intended for teachers and administrators who work with Chapter 1, Education Consolidation and Improvement Act programs, this report describes elements identified by researchers as essential features of successful schooling. After discussing the impact of schools and teachers and the interrelatedness of their effectiveness, it presents 13…

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…

The prekindergarten program in the Fort Worth Independent School District (FWISD) is described. The program was developed to meet the needs of disadvantaged four year old children. Students were chosen with respect to age, residence in a Chapter I attendance area, and a low score on the Preschool Screening Evaluation (PSE). Areas of learning…

A Chapter 1 pre-kindergarten intervention summer school program of the Mesa Unified School District in Arizona was selected by the United States Department of Education as being unusually successful in meeting the special educational needs of disadvantaged children. Students determined to be at-risk are enrolled in the program, which takes place…

The gap-reduction model has been identified as a potential alternative to or extension of the Title I Evaluation and Reporting System (TIERS). The gap-reduction model has been recommended for the evaluation of bilingual programs, but has only recently been given consideration for evaluating local Chapter 1 programs. This report recommends that…

The Chapter 1 Language Enrichment Communicative Skills Project served students in eleven Tucson Arizona elementary schools in the primary grades during the 1983-84 school year. The project provided supplementary instruction in oral language interaction and developmental reading and writing in small groups. Students were selected on the basis of…

The 20th annual report describes federally-funded compensatory programs for educationally disadvantaged children (migrants, handicapped, neglected, and delinquent) provided in Ohio through Chapter I of the Education Consolidation and Improvement Act and presents statistics for fiscal 1985, participation trends, instructional impact, expenditure…