The purpose of this study was to investigate the correlation between gain on the Stanford-Binet Intelligence Test (S-B) in compensatory prekindergarten programs, and scores on the New York State Pupil Evaluation Program (PEP), Reading Section, over three years later. Four hundred and five subjects showed a correlation of 0.42 for the pre-post S-B…

A report of the second national Home Start Conference, held in Houston in September 1972, is presented. The report is designed to serve Head Start programs around the country which are considering the inclusion of a home based program in their services. Directors and key staff of the demonstration Home Start programs discussed evaluation…

This bibliography on compensatory early childhood education contains more than 4,000 citations, most of them from American sources. Books, journals, and papers presented at meetings are cited and a subject index is included. (SBT)

The issue of community control concerns the future role of parents in a changing school environment. It is vital that parental involvement be channeled toward positive and realistic goals such as defining the needs of children and determining how to meet these needs. To give parents access to decisionmakers, school boards should consider holding…

Discusses evaluation of preschool compensatory education programs and reviews research literature. Suggests that the following ideas are crucial for effective preschool education (1) children can profit intellectually from any preschool curriculum that is based on a wide range of experience; (2) the primary role of curriculum is to help the…

Brief descriptions are provided of four Ohio Follow Through programs, each of which is pilot-testing a different teaching model. The programs are: Akron, The PEP-IPI Model; Cleveland, The Responsive Environment Model; Dayton, The Engelmann-Becker Model; and Martins Ferry, The Mathemagenic Activities Model. The PEP (Primary Education Project)-IPI…

The four Follow Through projects in Illinois are described and evaluated. These projects involve approximately 1,450 children in K-3 in Mounds, East Saint Louis, Waukegan, and Chicago. The Chicago project is subdivided into three individual projects and is trying three experimental programs. Emphasis is given to the nature of the environmental…

Planned Variation was deisgned as a three-year program to assess the implementation of prominent preschool curricula in Head Start and the immediate effects of the programs. Sites used were those in which the sponsor already had a Follow Through program; the research project lacked the necessary control over site characteristics. Consultants…

This is the eighth report describing the progress of the ETS-Head Start Longitudinal Study. The study began in 1969 with the collection of data on over 1800 children ranging from 4 through 8 years in age. Data collection on these children and their families, communities and schools is planned to continue through spring of 1972. This report…

Congress authorized Follow Through in 1967 under the Economic Opportunity Act to provide developmental and educational services for poor children in primary grades who had experienced Head Start or equivalent pre-school. A large scale service program was envisioned originally. Appropriations were not sufficient, however, so Follow Through was…

The purpose of this handbook is to help parents of migrant children to understand the purpose and program of the Elementary and Secondary Education Act, Title I Migrant, and to inform them about their role on the Title I Migrant Parents Advisory Council (PAC). The composition of the advisory councils, which includes resident parents from the…

A description and evaluation of Elementary and Secondary Education Act Title I-funded programs for the state of Oregon is reviewed in this report. The major categories of information presented in this report are: the relationship of Title I projects to educational priorities of the State Board of Education; attainment of student performance…

Until recently, anthropologists have had little involvement in the evaluation of social welfare and social change programs, despite the fact that such research involves not only the quantitative assessment of program results, but also analysis of informal structures and processes through which goals are formulated and results achieved. This paper…

This follow-up study compares the social adjustment and academic performance of low-income kindergarten and first-grade children who participated in a 9-month Head Start-type nursery school experience with that of kindergarten and first-grade children from the same social background who had not had the nursery school experience. Children were…

The Follow Through Expansion Program involved 46 schools in all eight districts of Philadelphia, Pa. The program was instituted at the kindergarten level in March, 1975. Five model options were proposed for implementation on the basis of previous evaluation findings regarding the original Follow Through Program in Philadelphia. Of these, four were…