This survey was conducted during the 1975-1976 school year, in order to provide a description of the nature and extent of services provided for compensatory education by school districts using Federal Title I funds and/or State funds. Information in three broad areas was sought: fiscal, compensatory education practices, and recipient descriptions.…

Compiled in this paper are samples of communication techniques that may be used to publicize and/or improve a school district's Title I dissemination activities. Suggestions are made for various publications a school might consider. These include newsletters, sample news releases, a news release form, progress reports, a school newspaper, a…

The City University of New York (CUNY) instituted an open admissions policy in 1970 which provides all New York City high school graduates with an opportunity to attend college. Given the wide academic range of students now attending CUNY, compensatory models are being developed and evaluated in order to effectively deal with skill deficiencies.…

This report focuses on the extent to which conclusions about the effectiveness of compensatory education programs are affected by (1) the period of time on which the evaluation is based, and (2) the standard against which the program is judged. Previously collected evaluation data from four compensatory education programs (grades 1-8) are…

This paper discusses potential trade-offs between equity and efficiency as they pertain to the implementation of federal policy in education. It is the policy analyst's role, the paper says, to investigate the existence and magnitude of such trade-offs in a manner most useful for policy-making. The first section reviews the rationale for a federal…

The Educational Amendments Act of 1974 added an evaluation requirement to Title I legislation. Models of evaluation were required to specify techniques and criteria which facilitate comparisons of programs on a statewide or nationwide basis. The School District of Philadelphia conducted simulated studies of three evaluation models to determine…

Introducing this paper is a discussion of the trend during the 1960s and 1970s toward greater state and federal involvement both in financing and in developing programs for special pupil populations. The authors then summarize, as of the 1980 fiscal year, the state and federal roles in programs for the handicapped and in bilingual and compensatory…

The purpose of this report is to review the actions of the United States Office of Education (OE) in the administration and operation of Title I of the Elementary and Secondary Education Act, as amended by the 1978 Education Amendments. The report describes the changes Congress mandated OE to implement and examines OE's response to these specific…

THE FAMILY IS FUNDAMENTAL TO THE CHILD'S DEVELOPMENT AND PARENTAL COOPERATION IN THE EDUCATION OF CHILDREN IS IMPORTANT. HOW TO INVOLVE PARENTS IN CHILD DEVELOPMENT CENTERS, BENEFICIAL TYPES OF PARENT PARTICIPATION, PRECAUTIONS TO BE TAKEN TO ASSURE THE SAFETY AND PROTECTION OF THE CHILDREN, AND SUPPLEMENTARY PARENT PROGRAMS ARE DISCUSSED. THE…

AN EXPLANATION OF THE MORE EFFECTIVE SCHOOLS PROGRAM OF 1964-1965, THE PERSONNEL AND TECHNIQUES USED, AND THE PROBLEMS ENCOUNTERED IS PRESENTED. THE PROJECT PROVIDES COMPENSATORY EDUCATION FOR DISADVANTAGED CHILDREN BY OFFERING GUIDANCE AND PSYCHOLOGICAL SERVICES, SUBJECT AND READING SPECIALISTS, SMALL CLASSES, EARLY CHILDHOOD EDUCATION, CULTURAL…

THESE ABSTRACTS DESCRIBE TITLE I COMPENSATORY EDUCATION PROJECTS CONDUCTED FOR DISADVANTAGED YOUTH IN THE MINNEAPOLIS PUBLIC SCHOOLS DURING 1965-66. EACH ABSTRACT LISTS THE PROJECT'S ADMINISTRATOR, APPROVAL DATE AND DURATION, BUDGET, PARTICIPATING SCHOOLS, AND PERSONNEL, AND PROVIDES A BRIEF NARRATIVE DESCRIPTION OF EACH PROJECT. (LB)

INDIVIDUAL STYLES OF LEARNING VARY CONSIDERABLY, AND NOT ENOUGH ATTENTION HAS BEEN PAID TO THIS FACT BY TEACHERS AND EDUCATORS. IF A BRIGHT CHILD MAKES VERY POOR PROGRESS IN SCHOOL, THE IMMEDIATE ASSUMPTION TODAY IS LIKELY TO BE THAT HE HAS AN EMOTIONAL PROBLEM. ACTUALLY, HE MAY SIMPLY TAKE A LONG TIME TO "WARM UP," AND HAS BECOME SO…

THE NUMBER AND CATEGORIES OF PERSONNEL TO BE USED IN THE COMPENSATORY EDUCATION PROJECTS WERE LISTED. JOB DESCRIPTIONS OF ALL CATEGORIES OF PERSONNEL INCLUDED GENERAL AND SPECIFIC DUTIES AND THE QUALIFICATIONS REQUIRED. THE DIRECTOR OF THE COMPENSATORY EDUCATION PROJECT COMMUNICATED AND WORKED WITH COMMUNITY SERVICES AND CITIZENS GROUPS, AND WAS…

SOME OF THE METHODS USED AND THE ACTIONS TAKEN WITH RESPECT TO MINORITY GROUPS AND RACIAL PROBLEMS WITHIN THE OAKLAND, CALIFORNIA PUBLIC SCHOOLS ARE PRESENTED. INTRODUCTORY MATERIAL INCLUDES A SHORT PRESENTATION OF THE HISTORICAL BACKGROUND RELATIVE TO CULTURALLY DIVERSE GROUPS AND A DISCUSSION OF THE SITUATION AS IT EXISTED IN 1964. SEVERAL…

PROGRAMS INCLUDED IN THE INTERAGENCY SCHOOL PROJECT WERE LISTED AND DESCRIBED. THEY INCLUDED KINDERGARTEN-PRIMARY GRADES LANGUAGE AWARENESS PROGRAM, MADISON JUNIOR HIGH SCHOOL SPECIAL INSTRUCTIONAL PROGRAM, YOUTH STUDY CENTERS, ADULT EDUCATION, CURRICULUM MATERIAL DEVELOPMENT, A PROGRAM FOR SCHOOL-AGE PREGNANT GIRLS, ASSOCIATED AGENCIES…