The State Educational Technology Directors Association (SETDA) is the principal association representing the technology leadership in all fifty states, the District of Columbia, the U.S. Virgin Islands, and the Bureau of Indian Affairs. This is SETDA's ninth annual report on select educational technology activities. This year's report includes…

This annual report provides a national perspective on Title II-D for federal fiscal year (FY) 2008 (2008-09 school year), as well as emergent trends based on data from the past seven years. Title II-D is the only federal education program with funds explicitly targeted to support state and local effective uses of educational technology in the …

This paper provides preliminary estimates for 1975 of the total number of school-age children 5 to 7 years of age living in families below the poverty level in each state. The determination of poverty status was made in accordance with the official definition as required by section 103 (c) (1) (A) of Title I of the Elementary and Secondary…

Schools in California's Early Childhood Education Program (ECE) have lower reading achievement than non-ECE schools; furthermore, schools which are both ECE and Title I score below all others. Three alternative policies are discussed: (1) continued expansion; (2) gradual termination; and (3) stable funding, explaining score discrepancies, and…

Evaluation data from Title I compensatory education projects under the Hawaii State Department of Education were collected to examine the effects of different instructional settings and approaches on the achievement of Title I students who received remedial reading and mathematics instruction from 1978 to 1981. Based on the descriptive statistics,…

Discrepancies between the pessimistic national evaluations and the more encouraging state and local evaluations of compensatory education programs are explored in this paper. A conventional explanation for the discrepancies, namely, that the averaging of test scores from a large national sample "cancels out" the results of successful…

During fiscal year 1977, training workshops on the new ESEA Title I evaluation and reporting system were conducted for State level program administrators and evaluators. In this report, the workshop activities are documented. The purposes and development of the evaluation system and the technical assistance efforts are summarized, as an…

Based on a state-by-state analysis of Federal funding for the education of elementary and secondary American Indian pupils in both public school districts and the Bureau of Indian Affairs (BIA) school system, this report presents information which questions the validity of some of the data produced by Federal agencies. Specifically, this report…

This report contains a description of a statewide study that was undertaken to gather, from all relevant groups of professionals and lay representatives, statements of elements thought to be critical to the operation of successful Title I reading programs. Following an introductory chapter, three chapters provide information about the design of…

This State of North Carolina annual evaluation report on programs, projects, services, and activities funded in whole or in part under Elementary Secondary Education Act Title I is organized in eight parts. Part 1, "Basic State Statistics," includes information concerning the total number of operating local educational agencies (LEA) in…

In the State of Washington, 297 of 316 local school districts operated Title I, Elementary Secondary Education Act projects during Fiscal Year 1972 with approximately 12,272,000 dollars appropriated. The bulk of Title I funds (85 percent) supported project activities in the 25 largest school districts where most of the target populations are…

The objective of this study of California projects, funded under Title I of the 1965 Elementary Secondary Education Act, was to shed additional light on the cost-benefit and "critical mass" issues which are central to today's compensatory education planning and policy making. It covers reading and math programs in grades one through…

To explain discrepancies in Utah's elementary school test results under the Elementary and Secondary Education Act's Title I Evaluation and Reporting System (TIERS), researchers investigated the adequacy and validity of TIERS evaluation models. Model A (norm-referenced testing) is used in most Utah school districts, in preference to Models B or C…

This report contains a literature search that was prepared as part of a statewide study undertaken to gather, from all relevant groups of professionals and lay representatives, statements of elements thought to be critical to the operation of successful Title I reading programs. Following an introductory chapter, four chapters provide information…

In accordance with the legislative requirements of Title I of the Elementary and Secondary Act of 1965, the New York State Education Department continued in its efforts to fulfill its administrative responsibilities relative to the Act in assisting local school districts to establish programs designed to increase the educational achievement of…