Describes the Brookwood Child Care's supplementary education program for disadvantaged foster children. The program includes tutoring and a summer project. Philosophy that speaks to the learning capacity of deprived children and teaching techniques are discussed. (MS)

This report provides data on school districts in the nation's largest cities regarding decade-long national trends in teacher salaries, expenditures, and federal revenue, particularly compensatory education funding. These districts, which are working to close achievement gaps, enroll disproportionate and increasingly larger shares of low-income…

This study attempts to identify points of intersection between two layers of educational reform by analyzing how the goals of the program "Children Achieving" overlap with those of the federal Title I schoolwide programs in the Philadelphia (Pennsylvania) School District. Children Achieving was a district-wide comprehensive restructuring…

This executive summary, part of a larger study that will include an examination of Title I implementation in selected districts and schools, assesses the extent to which the policies and enforcement practices of the U.S. Department of Education have fulfilled the promise of the recent reauthorization of the Title I program. The summary is…

This report assesses the extent to which the policies and enforcement practices of the U.S. Department of Education have fulfilled the promise of the recent reauthorization of the Title I program. The study is organized around five broad sets of questions about the impact of Title I on the academic achievement of poor children, centering on: (1)…

The Accelerated Learning Program (ALP) was a major new initiative in the Wake County Public School System (WCPSS), North Carolina, in 2000. The ALP was designed to help WCPSS meet its achievement goal of 95% of students scoring at or above grade level at grades 3 and 8 by 2003, with grade levels determined by the North Carolina End of Grade tests.…

This mandated report to Congress describes the background and purposes of a national study of Head Start impact, the progress of the study, current activities to conduct a field test and prepare for the main study, and the projected timeline for study completion. The report notes that in 2000, a contract was awarded to determine on a national…

This report describes the progress that the 16 states in the Southern Regional Education Board (SREB) region have made in meeting the first of the Goals for Education 2000: that all children will be ready for first grade. The report describes SREB states' efforts in: (1) increasing the percentage of at-risk children served by prekindergarten and…

Part D of Title 1 of the Elementary and Secondary Education Act authorizes two programs specifically for children and youth who are neglected, delinquent, or at risk of dropping out of school. Subpart 1 provides financial assistance to programs for youth in state-operated institutions, and Subpart 2 provides financial assistance to support local…

Examining early intervention programs initiated in the 1970s that were designed to facilitate intellectual development of at-risk groups of children provides valuable information about program development and can act to facilitate discussion regarding the underlying values of such programs. This book is an updated account of Project Enhancement, a…

Argues that the implicit tendency to infer that the sophistication of one's verbal behavior mirrors one's cognitive sophistication must be scrutinized, and demonstrates that the assessment of the verbal behavior of nonstandard speakers must be accomplished via a medium that is not "foreign" to those in question. (Author/JM)

In this dialogue,' B. Willsher discusses the relation between language and deprivation, linking some of its theoretical aspects with her own experiences in school, and during her involvement with an Educational Priority Area; J. Hynds criticizes three of her assumptions, based upon recent writings and research. (JM)

A unique analysis that offers the following conclusions: (1) resource differences among cohort groups of schools are only mildly compensatory; (2) schools with the smallest proportion of disadvantaged pupils receive more dollars per pupil than do schools with higher disadvantagement (although the reverse is true when teachers per pupil is used as…

Argues that compensatory education has failed because it concentrates on the student's failure to learn rather than the school's failure to instruct and provide experiences that make him ready to learn. (JM)