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The SRI Classroom Observation Instrument (COI) was used in evaluating the instructional models being tested by nine Follow Through (FT) sponsors in Spring 1971. The SRI COI has three major parts: a section for describing the physical environment, a Classroom Checklist, and a Five-Minute Observation Form. The principal question which the evaluation sought to answer was: Are there "planned variations," and, if so, which are effective for enhancing the social, emotional, and cognitive growth of children. Sixty-eight variables were used in the observation analysis to identify specific components of the different models. From comparisons on the 68 variables and on a five-factor profile, the nine sponsor approaches are different from each other, but there is evidence that each sponsor is, in part, successfully implementing his program. From master tapes containing all COI information, a data tape was generated containing all occurrences of the 68 variables throughout the FT groups (N=97) and the non-FT groups (N=26). Among the differences found between the FT and non-FT classes, the following are considered as being particularly important: (1) Children in FT classes experienced a wider variety of activities than children in comparison classrooms; (2) FT children more often engaged "independently" in a variety of activities than did non-FT children; (3) There was a higher proportion of adults, and thus more individual and small group instruction, in FT classrooms; (4) In FT classrooms, thought-provoking questions of adults were more often responded to with elaboration by the children; and (5) Adults in non-FT classes did more instructing in large groups. Nine tables present the study data. (DB)

Contents include evaluations of the following programs funded under Title I of the 1965 Elementary Secondary Education Act: (1) The Early Childhood Preschool Summer Headstart Program; (2) Kindergarten "Star" Program; (3) Identification and Treatment of Perceptual Difficulties Program; (4) Summer Day Elementary Program; (5) Homework Helper Program; (6) The Continual Development Program for Children of Retarded Mental Development in District I; and, (7) Vacation Day Camp Enrichment Program. Materials are appended in each appendix, including the following: to the first, Growth and Development Checklist, Parents' Questionnaire in Spanish, Parents' Questionnaire, and Teachers' Questionnaire; to the second, Parents' Questionnaire, and sample of instructional materials used in the program; to the third, Letter to Principals, Letter to Parents, and Teachers' Questionnaire; to the fourth, Student Questionnaire, Tutor Questionnaire, and Bibliography; to the fifth, Behavior Rating Scale; and, to the sixth, Registration-Attendance Report, "My School" Questionnaire, and two Parent Questionnaires. (JM)

This report is the latest in a series prepared for the International Conference on Public Education that has been held since 1934 in Geneva, Switzerland, under the auspices of the International Bureau of Education, which is now a part of UNESCO. In Part I the focus is on the special educational needs of and Federal programs of assistance to children in the United States who are disadvantaged by social, economic, or educational conditions in their homes and communities and whose subsequent growth and development would be severely handicapped without appropriate remedial or compensatory programs. This material has been adapted from the annual report made by U.S. Commissioner of Education, S. P. Marland, Jr., to the Congress in March, 1971. Part II is a brief background summary of the organization and structure of education in the United States. Part III contains statistics on American education compiled by the Office of Education National Center for Educational Statistics. The material covers the 1969-70 school year, the most recent full year for which figures were available at the time this report went to press. The tables also contain data from earlier years to indicate trends or comparisons. [Parts of page 17 of this document are not clearly legible.] (Author/JM)

The purpose of this paper is twofold: (1) to indicate some of the major weaknesses in the design and approaches to compensatory education programs, and (2) to recommend a more appropriate evaluational design. The second purpose deals specifically with a recommended evaluational procedure; i.e., the discussion centers around an account of what should be considered for inclusion if we are to adhere to the basic tenets of experimental research, and second, if we are to begin delineating relevant variables which affect the growth and development of impoverished children. On the basis of the discussion, the following factors are considered important in program planning: (1) the specific delimitation and delineation of a target area and sample within a specified geographic region. (2) After having decided upon the selection criteria, then a random sample would be selected from the population and assigned randomly to experimental and control groups. (3) The specific goals of each center schould be clearly delineated. (4) Evaluation procedures should be standardized and built into the program; that is, each center should employ similar measurement indices and schedules for gathering data. (5) Limit generalizations primarily to the specific geographical region. (6) Admit children in infancy, or a very young age. (7) Follow-up studies should definitely be included as part of the evaluation process. (8) Provide for "planned variations" between programs. (9) Provide sufficient time to "work out" many of the problems inherent in the program. (1) Utilize two staffs--one for research and one for every day implementation or treatment. (Author/JM)

Some of the general objectives of this compensator y program were to provide educational experiences and to assess the needs of the children and their parents. During the 1967-1968 school year it comprised 23 classes situated in 14 schools and was designed to serve up to 405 pupils and 345 parents. The classes were financed by California State and U.S. Government funds. The programs for the children were basic preschool programs stressing language development, experience building, and readiness activities. The programs for the parents stressed child growth and development, nutrition, health, preschool education, and the nature, availability, and use of community resources. Each class employed a work experience aide and a teacher aide from the neighborhood. Data were collected from a kindergarten teacher assessment of pupil readiness and the effects of compensatory programs on incoming kindergarten pupils. The Caldwell Preschool Inventory and the Slosson Intelligence Test were administered to 100 pupils in the fall and to 77 available for retesting in the spring. A field trip program report, parent questionnaire, teacher questionnaire, and reports from the staff members completed the data available. About half of this report is a detailed account of the "findings," but no general conclusions are listed. (NT)

COMPENSATORY AND DEVELOPMENTAL EDUCATION IS EMPHASIZED AS THE MAJOR MOVING FORCE IN THE DEVELOPMENT OF THE DISADVANTAGED. THE DEVELOPMENT OF DISADVANTAGED PEOPLE IS NECESSARY FOR THE CONTINUED GROWTH OF THEIR COMMUNITIES, PROGRAMS SHOULD BE DEVELOPED WHICH INVOLVE DISADVANTAGED CHILDREN AT EVERY STAGE OF THEIR GROWTH AND DEVELOPMENT. TO THAT END, ADULT EDUCATION PROGRAMS TO PROMOTE FAMILY PLANNING, PRENATAL AND POSTNATAL CARE, AND THE PROVISION OF A BETTER HOME ENVIRONMENT ARE BEING ADJUSTED TO MEET COMPENSATORY EDUCATION NEEDS. GAPS BETWEEN PARENTAL DESIRES AND ABILITIES TO PROVIDE DEVELOPMENTAL EXPERIENCES IN THE EARLY YEARS ARE BEING FILLED WITH NEW PROGRAMS IN EARLY CHILDHOOD EDUCATION. IN ELEMENTARY SCHOOLS, AGE-GRADE DECREMENTS IN SCHOOL ACHIEVEMENTS WHICH DISCOURAGE DISADVANTAGED CHILDREN ARE BEING REPLACED WITH UPGRADED SCHOOLS, JUNIOR PRIMARIES, FLUID GROUPING, AND STRONG READING READINESS PROGRAMS. AFTER SCHOOL HOURS, MANY SCHOOLS ARE BEING KEPT OPEN FOR TUTORING, ENRICHMENT, AND PARENT DISCUSSIONS. THERE IS HEAVY EMPHASIS ON FIELD TRIPS, LOWERED CLASS ENROLLMENT, THE UTILIZATION OF PEACE CORPS RETURNEES AND PEACE CORPS TYPE VOLUNTEERS, THE UTILIZATION OF NEW MATERIALS ON INTERGROUP EDUCATION, AND CONCENTRATED READING INSTRUCTION. IN HIGH SCHOOLS, EDUCATION FOR THE VOCATIONALLY ORIENTED IS BEING TIED MORE CLOSELY TO PREPARATION FOR EMPLOYMENT, COLLEGES ARE INFORMING IMPOVERISHED BUT ACADEMICALLY ABLE YOUNGSTERS ABOUT THE INCREASING SOURCES OF SUPPORT FOR COLLEGE ATTENDANCE AND ARE WORKING WITH THEM TO DEVELOP THEIR COMPETENCIES FOR HIGH LEARNING.