In this 1971 annual report of the National Advisory Council on the Education of Disadvantaged Children, the Council had as its central concern the question: "What is best for the children?" Instead of another Title I ESEA evaluative survey, the Council concentrated on three elements affecting the success of Title I -- delivery of…

The 11 articles in this document are based upon actual classroom experiences, which draw attention to the fact that the language of failure is created by using other human beings selfishly. The language of success is established by concern, involvement, and love. "The Language of Failure: Retrospect" describes a seminar organized by the…

Under Corrective Mathematics Services for Disadvantaged Pupils in Non-Public Regular Day Schools, 1969-1970, funded under ESEA Title I, corrective mathematics services were to be provided by licensed teachers from the New York City Board of Education for approximately 16,100 children from poverty areas who attended 146 non-public regular day…

The ESEA Title I sponsored program "Improving the Teaching of English as a Second Language, K-12" (in the School District of the City of New York) was in its third and final year during the school year 1969-70. The programs under consideration in this evaluation are the Linguistic Reader Projects (Merrill and Miami) and the…

This document provides brief descriptions of the 20 individual programs now in effect for Follow Through research and development. Follow Through is attempting to assess the effectiveness of a variety of innovative approaches to working with young children and their families in a number of cultural and environmental settings. These approaches…

These studies were undertaken to evaluate the 1967 summer school programs in the District of Columbia funded under Title I of the Elementary and Secondary Education Act of 1965. There were 18 different Title I programs, involving approximately 15,000 students. There were two main aspects of the evaluation: (1) the statistical aspects included a…

This evaluation attempts to measure the extent and effectiveness of ESEA Title I programs designed to meet the needs of disadvantaged children and apprizes the public and the legislature of program outcomes. In keeping with USOE requirements for evaluating Title I programs, this document is constructed of (1) responses to USOE probes by…

This evaluation attempts to measure the extent and effectiveness of ESEA Title I programs designed to meet the needs of disadvantaged children and apprizes the public and the legislature of program outcomes. In keeping with USOE requirements for evaluating Title I programs, this document is constructed of (1) response to USOE probes by…

The effects of a 10-weeks program in reading skills instruction or study skills instruction on culturally disadvantaged college freshmen in improving reading and academic performance were studied to identify optimum programs for particular students. Subjects were 60 entering freshmen scoring at or below the 30th percentile on the Iowa Silent…

The study reviewed the formats and psychometric rationale of several alleged culture-fair tests. Advantages and disadvantages of each instrument were examined and implications for compensatory education were discussed. (Author)

The Educational Opportunity Program (EOP) was established for the sake of students who might not qualify for higher education through regular channels because of their previous financial and scholastic disadvantages. The issue is whether or not EOP is successful in recruiting and developing disadvantaged but high potential students. This report…

This paper shows that Garfinkel and Gramlich's conclusion about the average performance of the contractors is not supported by the data. The discussion focuses on three issues: (1) The study was conducted in such a way that performance contracting schools and the comparison schools were generally not comparable in terms of initial achievement,…

This manual is a detailed guide to the "comparability requirement" and other provisions of Title I of the Elementary and Secondary Education Act of 1965 which are intended to ensure that Title I programs provide compensatory education. Section I gives an overview of Title I and its comparability provision. Section II shows how to read…

The New York City Board of Education under Title I of the Elementary Secondary Education Act has instituted a program of special corrective reading services for disadvantaged children in nonpublic schools. Under the program, the Board of Education through its Division of Funded Programs, Office of ESEA Title I Programs for the Non-public Schools,…

A project to implement the theories of Jean Piaget in elementary school curricula, teacher inservice training, and college preservice training with 11 school districts, a college, and New York State Education Department was described in this paper. The change in the program scope from a teacher introduction to Piaget's theory focusing on…