THE OPERATIONS AND PROGRAMS CONDUCTED UNDER TITLE I OF THE ELEMENTARY AND SECONDARY EDUCATION ACT FOR THE EDUCATION OF DISADVANTAGED CHILDREN ARE DESCRIBED IN A SUMMARY OF THE INDIVIDUAL REPORTS SUBMITTED BY 50 STATES, THREE TERRITORIES, AND THE DISTRICT OF COLUMBIA. THE REPORTS, PREPARED IN RESPONSE TO A U.S. OFFICE OF EDUCATION (USOE) REQUEST…

AFTER SEVERAL MONTHS OF INTENSIVE RESEARCH AND DISCUSSION, THE FOLLOWING THREE PROPOSALS TO RAISE PUPIL ACHIEVEMENT WERE CONSIDERED MOST VALID--(1) THE IMPROVEMENT OF READING, (2) THE PROVISION OF A PROJECT MOTIVATION PROGRAM, (3) THE ENHANCEMENT OF THE SELF-IMAGE. THE SCHOOLS INVOLVED WOULD BE PERMITTED TO SELECT ONE OF THE PROPOSALS, OR PARTS…

PRE- AND POST-TESTING WAS DONE WITH CHILDREN WHO PARTICIPATED IN THE PRESCHOOL PROGRAM. THE CHANGES IN IQ SUPPORTED THE HYPOTHESIS THAT PRESCHOOL TRAINING PROVIDED THESE CHILDREN WITH A BETTER BACKGROUND FOR SUCCESS IN REGULAR SCHOOL GRADES. UNDERACHIEVING JUNIOR HIGH SCHOOL STUDENTS PARTICIPATED IN THE PRESCHOOL PROGRAM. THEY WERE DIVIDED INTO A…

Interviews were conducted with contact persons in each of six Western states to assist in determining how the services and products of the Elementary and Secondary Education Act Title I Evaluation Technical Assistance Centers (TAC) could be used most effectively to help State and local education agencies improve the use and usefulness of…

Hartford, Connecticut's Intensive Reading Instructional Teams (IRIT) were designed to improve achievement levels of elementary pupils deficient in basic language and reading skills. In 1978-1979, 683 students in grades two through six received instruction in reading vocabulary and comprehension and in decoding. This report updates and expands an…

This study (one portion of a larger study) was designed to identify the characteristics of Elementary and Secondary Education Act Title I basic skills programs in institutions for neglected or delinquent youth that appeared to be effective in producing student achievement gains. The study attempted to contrast small samples of more effective and…

Measures of achievement in reading and mathematics following implementation of different curricular programs for disadvantaged pupils in the New Orleans system are compared. Programs implemented in Grades 4 through 7 include: (1) no compensatory programs; (2) traditional compensatory programs; (3) PLAN (Programmed Learning in Accordance with…

This report contains a description of a statewide study that was undertaken to gather, from all relevant groups of professionals and lay representatives, statements of elements thought to be critical to the operation of successful Title I reading programs. Following an introductory chapter, three chapters provide information about the design of…

THIS REPORT CONTAINS EVALUATIONS OF 22 TITLE I PROJECTS IN THE MINNEAPOLIS, MINNESOTA, PUBLIC SCHOOLS. THERE WERE PROGRAMS IN SIX AREAS--(1) SUMMER AND AFTER-SCHOOL COMPENSATORY EDUCATION WHICH PROVIDED ENRICHMENT AND SKILL DEVELOPMENT, (2) CURRICULUM DEVELOPMENT AND EXPERIMENTATION, (3) HEALTH AND WELFARE, (4) SPECIAL EDUCATION FOR PHYSICALLY…

ONE HUNDRED EDUCATORS FROM 13 SOUTHERN STATES MET FOR A 3-DAY CONFERENCE IN WHICH POSSIBLE DIRECTIONS FOR EARLY CHILDHOOD EDUCATION WERE EXPLORED WITH SPECIFIC EMPHASIS ON STATE-FUNDED PRESCHOOL EDUCATION FOR THE DISADVANTAGED CHILD. REPORTS WERE GIVEN ON THE FOLLOWING ONGOING PROJECTS--(1) DEMONSTRATION AND RESEARCH CENTER FOR EARLY EDUCATION…

For each of 4 years varying numbers (from 45 to 750) of 3- to 5-year-old children, mostly Mexican-American, Spanish speaking, participated in a program aimed at language development. Classes met 3 hours daily, five times a week, in small discussion-and-activity groups that included five children and one adult. The Peabody Picture Vocabulary Test…

A study was conducted to test the effectiveness of a preschool program which emphasized rapid attainment of basic academic concepts. The experimentals were 4- to 5-year-old lower class, predominantly Negro, children. For 2 years they received instruction 2 hours daily, 5 times a week, in a group where the pupil-teacher ratio was five to one. To…

GUIDELINES ARE PRESENTED FOR THE PREPARATION OF THE REPORT EVALUATING THE TOTAL MISSOURI TITLE I PROGRAM AND INDIVIDUAL TITLE I PROJECTS. INSTRUCTIONS ARE GIVEN FOR PRESENTING TABULAR DATA IN PART I OF THE REPORT, FOR DEVELOPING EVALUATION DESIGNS AND CRITERIA, AND FOR COMPUTING QUARTILE POINTS. IN THE EVALUATION OF THE SEPARATE PROJECTS…

This study encompasses family influences on education and, particularly, values held by mothers toward the Head Start Program. In interviews, 200 Negro mothers indicated satisfaction with the educational experiences in Head Start, especially socialization of children. Interviewees felt that the mother role was important. They expressed the most…

Central New York's 1968 migrant summer school programs were sampled and evaluated on the basis of meeting Crewson's objectives as stated in 1967: (1) improvement of self-concept; (2) development of language ability and vocabulary; (3) development of social and academic skills; (4) expansion of cultural experiences; and (5) establishment of sound…