This bibliography and the related synthesis of research were assembled to make Head Start studies more accessible to researchers and to inform policymakers and practitioners about the major findings included in this body of research. The bibliography and the literature review constitute an update of the 1975 publication: "A Review of Head…

Several tools exist that school districts can use to help solve current or potential problems in compensatory programs. The school district should begin by conducting (1) a study to determine the extent to which students are served by multiple compensatory programs, (2) on-site observations of the programs, and (3) a review of the curriculum and…

Functioning-level testing has been proposed as an alternative to grade-level testing for the evaluation of compensatory educational programs in which students score well below their own grade level. Data from two studies, however, suggest an adverse impact on program evaluation from the adoption of functioning-level testing. Two compensatory…

In this background paper to the Educational Research Symposium on the "Socio-Culturally Handicapped", compensatory educational programs are reviewed with particular regard to pre-primary and primary school education. Positive strategies are suggested based on the development of evaluation techniques which link research and action and are tied to…

Complementary research projects on the socio-culturally disadvantaged child, conducted in four Belgium Universities under the auspices of the Bernard Van Leer Foundation, are described with respect to their basic approaches, methodology, and findings. (EH)

This report describes the various programs associated with the British educational priority area (EPA) project whose aim was to identify and evaluate practical means of implementing in the primary and pre-school the recommendations of the Plowden Report that a policy of "positive discrimination" be adopted towards the education of…

This summary paper of the Educational Research Symposium on the "Socio-Culturally Handicapped" details the major themes of the conference, and lists recommendations for further involvement for the Council of Europe in this area. (EH)

Discusses some of the benefits which have accrued from Title 1 ESEA funds, and some of the criticisms of their use. Maintains that Pupil Personnel Services do not generally benefit from Title funds since their achievements are not easily measured. (HMV)

Drawing on experiences of the Michigan Department of Education with its compensatory education program, the author examines the effects of various constraints on the State level implementation of accountability. (Editor)

This report is one of 8 volumes which describe the findings and procedures of the Instructional Dimensions Study, an in-depth assessment of the relationships between selected instructional constructs and students' achievement. These constructs include individualization, opportunity to learn, motivational factors, instructional events, and teacher…

This report is one of 8 volumes which describe the findings and procedures of the Instructional Dimensions Study, an in-depth assessment of the relationships between selected instructional constructs and students' achievement. These constructs include individualization, opportunity to learn, motivational factors, instructional events, and teacher…

Section 821 of the Education Amendments of 1974 directed the National Institute of Education (NIE) to conduct a study of compensatory education, including those programs financed under Title I. NIE then contracted with the Legal Standards Project of the Lawyers' Committee for Civil Rights under Law to conduct a two year study of the basis for and…

This research review indicates that immediate developmental gains demonstrated in compensatory preschool education programs are soon dissipated, and offers possible reasons for this effect. It is suggested that compensatory programs be reexamined and further research conducted to find how to make preschool programs more beneficial. (GO)

Studies the concept of the communication of positive expectancies in the classroom by examining the effects of different sources of expectancy on reading performance for compensatory program pupils. (Author/DEP)