This article examines the various claims made about sojourn children known as kaigaishijo and kikokushijo, or third culture kids (TCKs) in a Japanese context. Their image has shifted from educationally disadvantaged to internationally minded children with bilingual and bicultural abilities who can thrive in the era of globalization. The article…

While American community colleges are highly regarded for providing access to higher education for many students, especially those from educationally disadvantaged backgrounds, many of those students never make significant progress in earning a baccalaureate degree. In order to do so, they must successfully transfer to a four-year institution. For…

Teaching children who are victims of Katrina is not a multicultural education issue per se. However, there are some intersections between the victims of Katrina and the educational responses to them, and some of the primary constituent groups and issues that multicultural education represents and intends to serve. These are children of color and…

This report details findings of one year of a seven-year study of the relationship between pre-college enrichment experiences and the development of academic ethos, or scholar identity, in disadvantaged adolescents, both African American and European American. Under the auspices of the University of Tennessee, Project EXCEL examines the…

The School Readiness Act of 1991 (S. 911) amends the Head Start Act to expand the availability of the comprehensive health, educational, nutritional, and social services of Head Start to all eligible children and their families by 1997. This senate report on S. 911 begins by affirming the effectiveness of high quality early childhood development…

Chapter 1 programs in Arkansas are evaluated in this report. The federally funded program provides financial assistance to state and local educational agencies to meet the needs of educationally deprived children residing in districts with high concentrations of low-income families. This report lists federal requirements for state compliance with…

Guidelines for developing strategies and policies that ensure equal access to education for Maine's homeless children and youth are provided in this document. The first part outlines factors that place students at risk for homelessness. The second part focuses on developing effective school policies and strategies to help homeless children gain…

Findings of a study that explored ways of designing elementary-level instruction for disadvantaged students are presented in this paper, with a focus on the impact of the educational environment on instructional practices. The study sought to identify the current range of instructional practices and demonstrate their potential applications to…

The Des Moines Chapter I math program served 1110 students in grades 1-8 during school year 1982-83. The total population of Chapter I students attained the established criteria for achievement gains but the gains for grades 7 and 8, taken alone, were lower than the goals. The same was true for mastery of math objectives. All parent contact…

Boston's Title I High School Reading Program (1977-78) was intended to meet the needs of educationally deprived children from low-income families. Although few test scores were available, it appeared that 50 percent of the program students achieved the designated one-year gain in reading comprehension. Only 4 percent of the approximately 425…

This report evaluates Boston's Title I Elementary Reading and Mathematics School Programs for 1980-81. Ninety-eight percent of students enrolled in the programs received Title I instruction five days a week. Instruction was highly individualized, and teachers and aides used individualized daily planning. On the average, students attended school on…

The major focus of this interim report on Boston's Chapter I Elementary Reading Program (1982-83) is a comparison of the traditional pull-out model with a pilot model in which the Chapter I teacher works in the student's regular classroom and uses the same basal reader as the classroom teacher. The pilot project was not well received, with 73…

This handbook on Chapter 1 was developed for public school teachers in Pittsburgh, Pennsylvania. The first section deals with Chapter 1 regulations and guidelines for: identifying eligible schools and attendance areas; identifying and selecting eligible children; and the participation of nonpublic schools in the Chapter 1 program. The following…

Suggests that from the beginning a central problem with the separate but equal doctrine has been that once separation is assured, the dominant white society rarely feels any need to make even a pretense of equality. (Author/AM)

Criticizes the 'Look and Say' method of teaching reading, asserting that it assumes that most children will learn to read by themselves, that it leaves out those children who need to be taught to read, that it can actually teach a child not to concentrate, that it teaches memory, and that it helps the child to accept his disability. (Author/JM)