Extension low income programs in Indiana, part of the nation-wide Expanded Food and Nutrition Program, are described. The programs were carried out in 11 areas of the State. The types of programs varied from community, ranging from day camps, camping, arts and crafts, hikes, gardening, and health and nutrition projects. Youngsters from 5 to 15…

This report describes briefly the experimental design and presents the basic contract provisions. The experiment results reveal that performance contracting is no more successful than traditional classroom methods in improving the reading and mathematics skills of poor children. Both control and experimental groups performed equally poorly in…

To determine the dimensions of an effective program for disadvantaged students in a post-secondary metals-related program, students, graduates, and recent dropouts of the metal programs in four selected vocational-technical schools were surveyed along with school directors, trade and industrial coordinators, metals teachers, and guidance…

This report supplements the first South East Education Development project (SEED) on first grade children. Full and partial records of 624 second grade students and 591 third grade students are the basis of this diagnostic review. The empirical data obtained for the SEED project students included: each student's sex and number of full days in…

This report describes the development of the Thirteen-College Curriculum Program that was designed to deal with the special problems of students in predominantly black colleges. The goals of this program are: (1) to produce a learning environment that takes advantage of the nature and background of these black students and that results in lower…

The Program of Basic Studies (P.B.S.) is a 2-year-old project developed at the University of Maine at Farmington. The program provides a means for college entrance and a subsequent support program for disadvantaged and physically handicapped individuals. A secondary objective concerns the training of undergraduates as tutors, tutor-counselors, and…

A SUMMER PROGRAM OFFERED INTENSIVE ACADEMIC PREPARATION TO DISADVANTAGED BOYS WHO HAD RECEIVED SCHOLARSHIPS TO INDEPENDENT SCHOOLS. THE PROGRAM'S STRESS ON ENGLISH, READING, AND MATHEMATICS WAS MAINTAINED BY CLOSE PERSONAL CONTACT BETWEEN STAFF AND STUDENTS, SMALL CLASS SECTIONS, AND INDIVIDUAL TUTORING. THE TUTORS LIVED WITH THE STUDENTS…

THE QUALITY, FEASIBILITY, AND APPROPRIATENESS OF A NONPUBLIC DAY SCHOOL SPEECH IMPROVEMENT PROGRAM WERE ASSESSED. EVALUATIONS OF THE RESULTS OF THE PROGRAM WERE BASED ON PUPIL PROGRESS REPORTS, OBSERVED SPEECH IMPROVEMENT, AND RESPONSES TO STAFF QUESTIONNAIRES. SOME DIFFICULTY WAS ENCOUNTERED IN MEASURING THE IMPACT OF THE PROGRAM ON PUPIL SPEECH…

This report contains a description and evaluation of the College Bound Program. It was designed to enhance the cognitive abilities of 9,300 high school students who were eligible for Title I funds. The program was conducted in 24 high schools with approximately one fourth of the subjects at each grade level. The evaluation was designed to…

The effects of an instructional program in active listening upon reading comprehension were investigated in a sample of 60 black, inner-city children in two Title I elementary schools. The Durrell Listening Reading Test and the Gates-MacGinitie Reading Achievement Test were administered before and after the experimental program. Comparisons with…

The article suggests teaching approaches, especially for culturally disadvantaged students, based on the students' interests and experiences to involve them and to make the study of business law more meaningful to them. (MS)

Factors contributing to high crime rates and low school attendance rates among Chinese youth include language problems, lack of youth programs, crowded living conditions, peer group struggles, lack of role models, and difficulties in communicating with parents. Project Reach attempts to deal with some of these problems. (EB)

Students at two inner city elementary schools who were consistently truant were divided into six groups according to the reasons they were absent. The school social worker describes techniques used to combat truancy in each category. (HMV)