This report presents results from a 3-year evaluation of the Title I "Success for All" (SFA) schoolwide program being implemented at four elementary schools in the Fairbanks North Star Borough School District, Alaska. SFA meets the criteria of Title I regulations and has a strong reading component with frequent assessments of student…

This report represents one component of a project to examine how recently or whether enacted federal education reforms, put into place through the reauthorization of Title I of the Elementary and Secondary Education Act of 1965 (Improving America's Schools Act of 1994), are being implemented in high poverty schools. The first part of the report…

The Senate Committee on Health, Education, Labor, and Pensions met to consider the largest program within the Elementary and Secondary Education Act, Title I, Helping Disadvantaged Children Meet High Standards. At this hearing, how Title I funds are spent, who they serve, and whether student performance is improving were topics discussed. After…

This paper examines results from the Prospects study--a research agenda that explored the federal Title I program's impact on the academic and socio-emotional development of disadvantaged children. The document focuses on the program's strengths and limitations, offering a brief review of educational research and highlighting what may or may not…

The Senator from New Mexico describes the discrimination against native language and culture to which non-English speaking minority students have been subjected, summarizes Federal court action to date to improve their educational opportunities, and argues for a more thorough implementation of bilingual-bicultural education programs. (SF)

Describes and evaluates a compensatory education program designed to incorporate the characteristics which successful programs have in common: diagnosis of each student's strengths and weaknesses; small-group instruction; a variety of teaching materials and techniques. (Author/JM)

A description of how Baruch College uses videotape in order to develop communications skills of students in the Department of Compensatory Programs. (HB)

Discusses the nature-nurture controversy as a manifestation of the underlying assumptions of American education. Suggests these assumptions are neither desirable nor necessary for our society and educational system. (ST)

Describes an early childhood program for 120 disadvantaged students, ages three to five, developed by the Green County of Eutaw, Alabama, funded under Title III, E.S.E.A., and based on a three component model: community, inservice, and instruction. (JM)

The primary characteristic of the experimental treatment in this study is that the treatment structures a problem-environment in which academic learning is relevant'' and functional. The child acquires skills and concepts in the process of solving a problem he wants to solve. (Authors/CB)

Article drawn from a longer report "The Little Black Schoolhouse, to be published in book form in 1970. Study aimed at determining how a school in a poor area functions, with emphasis on how it aids and facilitates successful pupils, and on the schooling process for their average and failing peers. Recommends heterogeneous grouping. (RJ)

Examines, through literature review, special problems and needs of educationally and culturally disadvantaged who find themselves in a new, often disinterested social and academic environment. Stresses necessity for "supportive psychological as well as academic atmosphere. Presented at APGA, Las Vegas, 1969. (CJ)

Author comments briefly on articles on compensatory education which appeared in the January 1972 issue. (SP)

Argues that the failures of compensatory education are due to an unwillingness to acknowledge the depth of deprivation of the child and an inability to focus upon him the massive resources necessary to compensate for deprivation. Offers a new concept which wi ll depict the need for compensatory programs. (DM)