In the fall of 1963, 22 disadvantaged high school graduates with the potential for college success were admitted to Michigan State University (MSU). They were provided with financial aid, remedial courses, tutoring, and individual counseling. Nine, or 41%, of the 22 students graduated on time in 1967, compared to a national average of 40% of all…

Inner-city Hartford, Connecticut, children reading below grade level but having potential for growth in reading were given a 10-week comprehensive program of reading instruction conducted by three Intensive Reading Instructional Teams (IRIT's). Groups of 15 pupils attended the half-day sessions, moving from teacher to teacher at 1-hour intervals…

An experimental program in Flint, Michigan, was designed to raise the academic level of underachieving children by involving their parents in the daily reading exercises and study habits of their children. Children were given materials including booklets made from old basal readers and file boxes for word cards. Parents were given instruction in…

This book is divided into three sections in which the authors of the articles which comprise the book discuss the problems of teaching and understanding the disadvantaged. The articles presented in section 1 ("The Problem as Viewed by an Interdisciplinary Team") deal with the characteristics of the disadvantaged (including discussions of…

The theme of this book is that American public education reflects the social order. The public schools do not initiate social change but mirror the social and political framework of the society. The result has been a waste of talent and ability and a loss of dignity and self worth for millions of citizens. Within the context of this analysis, the…

A series of eight summary statements, expressed as "from-to" movements for the improvement of curriculum design, serves as an outline for a discussion of efforts to relate curriculums more meaningfully to the education of disadvantaged youth: (1) From a curriculum that is rigidly scheduled and uniform to one that is flexible and geared to the…

A program developed at Yeshiva University to emphasize self-directing, self-correcting techniques for teaching basic reading skills to socially disadvantaged junior high school students is discussed. Seven laws of learning which underlie the guidelines for the program are presented. The following four guidelines to effective methodology are…

This document reports a 1967 summer pilot program designed to serve as a model for uniting the Youth Tutoring Youth concept with the Neighborhood Youth Corps. An introductory section overviews the project in which 200 14- and 15-year olds who were not achieving well in school and who had fallen below grade level in reading were trained to serve as…

Two studies were carried out to measure the difficulties in visual perception which affect the reading abilities of disadvantaged children. The first study involved children in the first grades of eight poverty-area schools. Results reinforced earlier findings that urban disadvantaged children scored poorly on tests of visual perception.…

In an effort to aid freshmen whose academic backgrounds were weaker than those of other freshmen, the College of the Arts and Sciences, University of Missouri, Kansas City, inaugurated a program called "The Transitional Year." This program was planned to minimize the difficulties encountered by freshmen during the transition from high school to…

This annotated bibliography developed by Cooperative Urban Teacher Education (CUTE) staff members presents a selective reading list for undergraduate teacher education candidates preparing to work in inner-city schools. An interdisciplinary team composed of a psychiatrist, a sociologist, and teacher educators categorized the 187 entries under the…

The problems resulting from the 1956 desegregation of Clinton High School in Tennessee are related by one teacher involved with the school. She describes the lives of the people of Clinton and tells of the problems Negro children were confronted with during the first year of integration, in an effort to obtain an equal education. The conclusions…

The introductory chapter of this booklet describes the problems which ESEA Title 1 funds (over a billion dollars to local school districts) were intended to help solve. Each of five chapters is devoted to descriptions of a number of specific Title I projects, presented as examples of what local school districts might undertake in improving the…

Even within the common goal of teaching youth to read, teachers in inner-city secondary schools should be concerned with variation and differentiation in program emphasis for a specific school. An all-school reading survey might be used to determine student ability, achievement, and interests and to give direction in establishing a program suited…

This Elementary and Secondary Education Act Title I project was developed in order to provide educationally enriching experiences to New York City elementary school students in disadvantaged non-public schools by means of field trips to places of civic and cultural interest. The 182 schools chosen were in designated poverty areas. Evaluation of…