Results by 30 disadvantaged and 30 nondisadvantaged first grade rural children on the Peabody Picture Vocabulary Test and the modified Blind Learning Aptitude Test confirmed two hypotheses on product-dominant and process-dominant tests. (MC)

This digest provides a historical summary of the key findings reported in the annual evaluations of each of the Philadelphia, Pennsylvania school district's Title I, Elementary and Secondary Education Act projects since 1975. The 1976-1977 management information, the 1975-1976 key findings, and the preliminary findings for 1976-1977 are presented.…

The results of this follow-up study indicate that, after intensive language programs, children who were economically and educationally disadvantaged upon entry to kindergarten were nearly up to par in reading with the exception of bilingual boys, by second grade. (HMV)

In an effort to share American thinking on the topic of voucher plans with British educationists, this article summarizes and explains the educational experiments in America and opens up issues which were uncovered in the process. (Author)

The author criticizes the way educators brand students who have learning problems, group them under one label, and treat them as though their problems were homogeneous. The author illustrates his argument by a brief introduction to black English and how it relates to this problem. (Author/BP)

From the monthly Saturday Review supplement, "Education in America, sponsored by the Charles F. Kettering Foundation.

Presented as a speech at the Annual Meeting, National Council of Teachers of English, Milwaukee, November 1968.