The terms "educationally disadvantaged" and "compensatory education" are defined in many ways. "Compensation" implies a deficit which must be overcome, but there is little agreement on where the deficiency is located--in the child, his family or home, his school, or all of these. In general, it is agreed that school…

Under the Elementary and Secondary Education Act (ESEA) Title I, providing grants to state and local school districts to benefit educationally deprived children in low-income areas, the Educational Amendments of 1978 comparability provision is assessed in determining equality of funded services with non-titled school districts and to identify…

The effectiveness of two academic achievement courses in improving quality point averages (QPAs) of educationally disadvantaged students was compared. One of the voluntary study skills courses taught specific study skills (study orientation skills--SOS), while the other purported to teach students to think like achievers (achievement motivation…

This booklet summarizes evaluation information from the first year of Chapter 1 programs (funded under the Education Consolidation and Improvement Act of 1981) in Virginia, and presents highlights from the last 18 years of the Title I program (funded under the Elementary and Secondary Education Act). The summary, which reflects the results of…

This monograph considers the problem of low achievement in elementary and secondary schools among Hispanic youth (approximately 75% score below grade on CAP tests given after third grade and remain underachievers throughout their school careers) and makes recommendations for improving equity of education. The root of the problem of Hispanic…

The design, implementation, and eventual failure of a system-wide, long-term comprehensive reform of the Washington, D.C. elementary and junior high schools to improve academic achievement among black students is explored in depth. The struggle for control over policy making and the opposition of teachers' unions and community groups were key…

Provides the classroom teacher with suggestions for specific activities to promote experiences in building self concept, value organizing situations, and problem solving through which disadvantaged learners can develop their personal value systems in constructive ways. (Author/SF)

This report presents the California State Department of Education's response to requests from the Joint Legislative Budget Committee for the following information: (1) a data base comprised of different indices of educational need such as pupil achievement, pupil social and economic characteristics, and school district wealth characteristics; (2)…

The document describes thirteen types of non-traditional students, as identified by the University of Toledo Community and Technical College (Ohio), and the student services available to them at this institution. Non-traditional student types include those who did not do well in high school, those who interrupt their education for at least one…

Title I of the Elementary and Secondary Education Act of 1965 is designed to provide special services to educationally disadvantaged children attending schools located within attendance areas with high concentrations of low income children. If attendance areas are changed, the concentrations of low income children within attendance areas also…

This book is for the use of teachers, parents, and administrators who are planning to initiate a learning-by-tutoring project in their schools. In this teaching method, secondary school students tutor elementary students in basic skills. The goal is to enhance the learning and motivation of the tutors, in contrast to the practice in which the…

This is an evaluation report of a New York City school district educational project funded under Title I of the Elementary and Secondary Education Act of 1965. The program provided remedial reading instruction for 776 economically and educationally disadvantaged high school students at five sites in four high schools. The program was staffed by 17…

In a recent scientific attitude study, high school students predicted scores for uneducated villagers which were significantly lower than the scores actually obtained by the villagers. The students also thought that village people were ignorant and could not be expected to show a scientific approach to things. (MLH)