It is suggested in this paper that United States public education systematically denies children's intellectual rights. Problems and impediments in the way of implementing change are noted. (Author/AM)

Gains of students in compensatory education programs are contrasted using fall-to-spring gains as opposed to fall-to-fall gains. Results indicate substantial loss for compensatory education students over the summer. Using fall-to-fall scores is recommended. (JKS)

Problems encountered in large-scale educational evaluations are discussed using the evaluation of the Emergency School Aid Act as an example. This extensive article focuses primarily on methodological issues. (JKS)

A classroom teacher without benefit of project funds pondered, created, and implemented an instructional system designed to reach students with learning difficulties.

Describes one of California's compensatory education efforts, the diagnostic/prescriptive/individualized mathematics program at Franklin Junior High School in Long Beach, where the majority of the students are transient, minority background, and from welfare families. Value of the program is shown by the fact that Franklin students who had been…

Compares and contrasts early childhood education in Sweden, Belgium, and the Netherlands. Aspects discussed briefly include age of entry into school, funding for preschool education, educational approaches in the preschool, adult/child ratios, instructional methods, and attitudes toward compensatory education. (JMB)

Due to the diversity of compensatory education programs and to disparities in their goals and administration, it is difficult to evaluate their effectiveness. Educational reformers are faced with a political dilemma generated by their inability to show that schools and programs have a positive impact on target students. (Author/GC)

Examines the continuing controversy on test scores and student achievement in New Jersey. (RK)

Identified are four major fallacies in Douglas Fuchs and Lynn Fuchs' critique of the Adaptive Learning Environments Model (ALEM) and the General Education Initiative (GEI): erroneous interpretations of the GEI, segregationism in the Fuchs' point of view, the research base of the ALEM, and readiness for the GEI. (JDD)

This paper refutes the arguments of Margaret Wang and Herbert Walberg in their support of the Adaptive Learning Environments Model (ALEM) and the General Education Initiative. It focuses on the small number of ALEM implementations and replications, weaknesses of the research and evaluations supporting ALEM, and other specific criticisms. (JDD)

The Ohio County schools in Wheeling, West Virginia are identifying high-risk kindergarten children and enrolling them in an all-day kindergarten program. A pilot study showed that the additional instructional time can help these children overcome patterns of failure. (TE).

This study analyzed a remedial education program that allocated 30 minutes of additional instruction in remedial math and science per day to underachieving students. Results showed that increasing instructional time alone without varying the content does not necessarily increase student achievement in remedial programs. (TE)

If schools are to combine the goals of equality and excellence, teachers and curricula must teach students to think in a structured and supportive environment. Problems with the education system are discussed. Cognitively oriented curricula and teaching strategies have had positive results in some programs. (DF)

Describes the origins in New York City of the compensatory higher education program SEEK and the circumstances surrounding its adoption at the State Univerity College at Buffalo. Argues that the project's history is an informative lesson in the interaction of educational planning and political power. (CMG)

Notes that although the state of the art of designing and delivering opportunity programs is confused, contradictory, and conditional, it is also encouraging. Overall effects have been surprisingly positive, even if limitedly so. (Author/AM)