This document consists of examples of budget forms to assist school district superintendents in North Carolina in administering funds for programs for low-income students under Chapter 1 of the Education Consolidation and Improvement Act. General information is supplied on the following topics: (1) budgets; (2) amendments; (3) substitute teacher…

This report summarizes recent research about the effective education of poor minority students in rural areas. Significant barriers to high student performance are briefly discussed and research findings about strategies designed to overcome these barriers and to lead to high performance are reviewed. Solutions for educating disadvantaged students…

This report presents evaluation data on Title I compensatory reading and mathematics programs for kindergarten through grade 12 in public schools, private schools, and institutions for neglected and delinquent children in Clark County, Nevada. Included in the report is information on the number of participants in the different programs, the extent…

A few multi-dimensional items were found to be more efficient than a larger number of uni-dimensional items in tests for participant selection and evaluation of such compensatory educational programs as Title I. A multi-dimensional scaling technique is described which derives scores for each item on three dimensions, and allows multiple scores to…

The validity of the equipercentile hypothesis of the Title I Evaluation and Reporting System (TIERS) norm-referenced evaluation model was examined. The California Achievement Test, Reading, was administered as a pretest and posttest to 3,224 seventh and ninth grade students. The equipercentile hypothesis predicts that the posttest percentile…

This report evaluates education programs within the jurisdiction of the Arkansas Board of Education which received funds under Chapter 1 of the Education Consolidation and Improvement Act (ECIA) of 1981. In addition to fulfilling legal requirements, the report serves as a critique of the effectiveness of program management and leadership at local,…

No significant differences in attrition rates were found between groups of students enrolled in conventional and individualized remedial freshman English courses. (JH)

This report on Follow Through teacher and pupil retention in 18 Philadelphia public schools presents continuance-transience data for the school years 1971-72 through 1974-75. Data are summarized by program model and by total program, with teacher numbers and percentages for each model aggregated by grade (K-3) as well. There were 350 teachers…

The regulations and guidelines issued by the Office of Education and state education agencies imply that local districts must provide "something extra" with ESEA Title I funds. In many schools, other compensatory education programs also compete for the time of Title I eligible students. In an attempt to determine what the something extra…

This handbook contains information on the planning, development and implementation of Title I programs in New York State. In an overview of general State education department policy, guidelines on program priorities, application procedures, kindergarten and prekindergarten programs, programs for educationally disadvantaged handicapped pupils,…

The Wiley and Harnischfeger school effects model treats quantity of instruction as a predictor of school performance. Despite the importance of the model for the study of school and program effects, including the incremental effects (if any) of Title I and other compensatory efforts, very little information is available on its practical…

Findings indicate that the Follow Through Program was highly beneficial to those children who participated in it. The longitudinal and cross-sectional evidence together point to the conclusion that the gains accruing from compensatory education programs are commensurate with the duration and amount of effort which are expended on these programs.…

This report summarizes the results of achievement tests administered in the Spring of 1981 to students in court-identified minority-isolated schools in San Diego, California. An introduction outlines the court order and describes the tests and the participating schools. In 28 of the 36 subject-grade level instances analyzed, student achievement on…

A large-scale and a small-scale simulation of the reallocation of students into and out of an originally-selected treatment group were performed. It was postulated that both the scores on a selection test and teacher ratings are measures of student needs in the Title I Evaluation and Reporting System (TIERS). In the norm-referenced model, three…

This report examines the effectiveness of Title I of the Elementary and Secondary Education Act in meeting the special needs of underachieving students and describes the probable consequences of proposed cuts in Title I aid in seventeen southern States and Puerto Rico. A general description of Title I and the Federal role in educating the…