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Two hundred and seventy-four Oregon Local Educational Agency (LEA) districts took part in 343 Title I Elementary Secondary Education Act (ESEA) funded projects in fiscal year 1974. This report is compiled from project evaluations submitted by these participating LEA's. Chapter 1 provides basic information about the school district participation in the programs. Chapter 2 consists of the evaluation of Title I programs. Chapter 3 contains selected project data such as student participation in Title I, expenditures, personnel, and community involvement. Results and conclusions are presented in Chapter 4. Title I is stated to be helping educationally disadvantaged students as follows: 60% of the districts report changes in their regular instructional programs as a result of dissemination from Title I projects; districts report that the majority of Title I students fully achieve district performance objectives; and the small subsamples of achievement data indicate that Title I students make cognitive gains of 1 to 1.3 months in grade level achievement for each month of instruction. Twenty-eight charts and four appendices are included. (Author/AM)

This study examines the politics of program implementation in Michigan. It focuses on relations between the Michigan Department of Education and the state's local school districts in the administration of state aid for compensatory education. With its accountability emphasis and with the many administrative issues that have characterized its development over the years, the Michigan program offers an instructive test of the leadership capacity of the state education agency. The article focuses on the interplay of state and local power in determining the direction of the compensatory implementation process and the effect of an administrative bargaining game on interpretations of the law. The Michigan data is examined in terms of Morton Grodzins's "sharing" interpretation of intergovernmental relations in which a structure of fragmented, yet coordinate, government supposedly ensures both central control and diversity. The discussion reveals the obstacles to reform that are inherent in the sharing argument. Only by establishing mutually supportive client-administrator relationships, by tempering leadership demands on the local schools, and by preventing the development of damaging state-local conflict could the department of education assure the continuation of its compensatory education idea. (Author/IRT)

A description and evaluation of 1973-74 programs funded by the Elementary and Secondary Education Act, Title I, for the Chattanooga Public School System in Tennessee, are contained in this document. The main project components are reading and mathematics. The major problem associated with the 1973-74 Title I programs was a result of the implementation of the Federal Court mandate on school desegregation. It caused administrative and logistic problems in the schools. The performance objectives established by the Chattanooga Public School System for the Title I elementary schools in reading, mathematics, self-image, and responsibility provided a basis for evaluation of the Title I programs. The results of the analysis of each performance objective indicated that certain objectives were fully met, certain objectives were partially met, and selected objectives were not met. (Author/AM)

The first section of this report provides the pupil count, expenditures, and staff figures for the 1973-74 school year Connecticut compensatory education programs. Section two provides the major types of programs for public and nonpublic schools and the frequency of their occurrence in 1973-1974. The programs include preschool, reading and math, and summer programs. The third section addresses achievement test results, which are given in terms of a grade equivalent analysis, and a standard score analysis. The rest of this section provides a discussion of the test analyses presented. It is suggested that the use of grade equivalent test score analysis at the school district, the State, and the Federal levels be discontinued in favor of a more accurate way of reporting the achievement of compensatory children to the public. Although various features that improve the method of reporting achievement are incorporated in the additional way Connecticut has analyzed compensatory pupil test information for the past two years, two considerations are seen to need further attention. First, some of the Connecticut analyses are shown not to be consistent with that of the much larger MAT Gains sample; second, this report does not deal with the issue of how the MAT Gains approach can be used effectively at the school district, the State, and the Federal levels of participation to determine whether pupils are performing any better than they would have, had compensatory help not been provided to the selected pupils. (Author/AM)

This report attempts to respond to a series of questions commonly asked about the nation-wide experiment to provide equality of educational opportunity to children born to families of poverty. The report focuses on the following questions: (1) Why did this program of experimenting with early childhood education happen to get launched midway in the early 1960s?, (2) What were the goals of the program, the hopes for it, and how realistic were these hopes? (3) What have been the accomplishments of Project Head Start and of the related investigations and developments that launching Head Start served to inspire?, (4) What have the public reactions been to what has been called the 'failure of Head Start'?, and (5) What have we learned that will be of use in the future? It is suggested that the challenge for the next decade in early childhood education rests on the construction of ordinal scales for assessing development taking place between the sensorimotor phase and the achievement of concrete operations. In total, this report is a comprehensive, descriptive, 'state of the art' analysis of the major early childhood programs of the sixties. (CS)

This report sets forth the Office of Education's activities for 1973. The report first discusses the condition of education under the headings of finance, educational quality, and equal access to education. In this section are discussed the impacts of major Supreme Court cases. In addition, Office of Education administration activities are discussed. The report next discusses the role of advisory committees and councils and describes the administration of Public Laws 81-815 and 81-874 dealing with Federal assistance to districts financially burdened as a result of new or expanded Federal activities in their areas. An appendix lists advisory committees by function and provides 1973 membership rosters and a list of meeting dates. (JF)

The purpose of this study was to: (1) investigate the use of special education services in grades 1-3 by 48 children who had attended Head Start, (2) to investigate the use of special education services by a matched group of 48 children who were eligible for but had not attended Head Start, and (3) to compare the differences between the two groups in the use of special education services. It was hypothesized that there would be no differences between the two groups. The Iowa City School District provided four types of special education services: speech therapy, remedial reading, psychological services, and classes for the educable mentally retarded. Based on the data collected, children from the Head Start group used more special education services than children from the non-Head Start group. The one exception to this finding was related to use of classes for the educable mentally retarded. The data revealed that only one child of the 48 pairs had been placed in a class for the mentally retarded. Possible reasons for the results of this study are discussed. (Author/CS)

This publication reports the results of an effort to assess the consequences of targeting federal compensatory funds toward all elementary students showing low achievement rather than only to those who were first low income and then low achieving. The document deals first with technical issues--the suitability, feasibility, and cost implications of the use of performance criteria. It then considers the fiscal issue of the consequences of resource redistribution from the use of performance criteria. The report's overall conclusion is that serious but not insurmountable political, technical, and cost problems would exist in the creation of the required data base. However, should these problems be solved, the report argues that a potentially appealing combination of imcome and performance criteria could be created at a 25 percent increase in program cost. Additionally, it reports that by allowing a choice between income/AFDC and performance criteria, the program could be designed to prevent any district from losing monies while at the same time aiding those nonpoverty students who are educationally disadvantaged. (Author/DN)

The primary purpose of the study was to ascertain the present employment status, plans for future education, attitude toward existing local educational programs, and attitude toward education in general of the 629 adults who passed the General Education Development (GED) test after preparation at one of the 14 learning centers in Kentucky during fiscal year 1973. Existing on-file records and a mailed questionnaire furnished the data employed to present a general description of the subjects in the study. Non-respondent bias is analyzed and a large portion of the document deals with the analysis of such data as age and sex, race, marital status, highest grade completed, reason for leaving school, other school experiences, employment status, and attitudes. Conclusions are drawn regarding the need for and justification of continuing and/or expanding adult education opportunities. Twenty-eight tables offer concise data analysis and appendixes provide data collection instruments, letters to GED graduates and unsolicited comments by respondents. (MW)

This paper examines the concept of equal educational opportunity (EEO) in some detail, addressing the following questions, both generally and with special reference to Alaska: Is the EEO concept valid? If so, is there sufficient basis for government intervention? If so, what types of interventions are most/least likely to be successful? What types of governmental programs are possible and which are most desirable? The basic concept initially examined is the position of the so-called "environmentalist" social scientists: Stripped to its bare essentials, it holds that all human beings are essentially equal at the time of conception, and that their intelligence and scholastic achievement are determined by their environments during their prenatal development and formative years (except for cases of obvious genetic defects such as Mongolism). It is concluded that from the available evidence it seems that the EEO concept should be more applicable to Alaska than to most other states because of Alaska's high rates of social problems. Under these circumstances one would expect that the average low socioeconomic status child in Alaska would have a higher native intelligence that the average low-SES child in the country, and that compensatory education programs would therefore have a higher potential here. It is thought that much more information is needed regarding the nature of learning and the effectiveness of specific interventions with specific types of children. Much of this information could come from the careful evaluation of existing supplemental education programs. (Author/JM)

This study was undertaken to evaluate the State University College at Oswego's special program to determine the degree to which the program has enhanced the academic success of special program students. Twenty male and 20 female students were randomly selected from each of three classifications of the 1970 freshmen class: regularly admitted students, educational opportunity program students, and regional service program students. The college data included such information as semester grade report averages, cumulative grade point averages, credits attempted, credits completed, number of times on probation, and number of times disqualified and reinstated. The data suggest that special program students earn lower cumulative grade point averages, more failing grades, and credits at a slower rate than regularly admitted students. However, the results indicate that the Office of Special Programs, with its supportive services, has been fairly successful in enhancing the academic achievement of persisting special program students. In addition, the study supports the argument that the chances for success for educationally disadvantaged students are greatly increased when they are placed in a program designed to meet their academic, financial, cultural, and social needs. (Author/JM)

The Reading Skills Centers, funded under Title 1 of the 1965 Elementary Secondary Education Act, were designed to improve reading skills of the target population consisting of optional assignment children who were economically deprived and retarded in development of reading skills. Centers were operated in six elementary and one junior high schools, each staffed by a teacher and educational assistant/associate. The program entitled Educational Assistants to Aid Underachievers, funded under Title 1 of the 1965 Elementary Secondary Education Act as part of the Optional Assignment Program, was designed to improve the reading and mathematics skills of the "optional assignment" students who are also economically and educationally deprived. Each of the educational assistants was, where necessary, to work with small groups and individuals under the direction of the teachers, supervise optional assignment children on buses, aid with homework, and arouse interest in reading. At Public School 269, which was designated as a Title 1 school, remediation services were provided initially to improve the reading and mathematics skills of approximately 370 eligible pupils in grades 1-6. Several modifications were made to the program at P. S. 269 in February 1974 to service an additional 98 pupils. (Author/JM)

The design of this Planned Variation study examines the impact of Project Follow Through on children, focusing on the 1-year kindergarten experiences of the third Follow Through group. Chapter 1 presents a short history of Follow Through and a description of each of the participating program sponsors. Chapter 2 considers the problems faced in constructing a manageable set of questions which could be put to the available data. Chapter 3 describes the subject of sites and children utilized in the analyses. Chapter 4 describes the covariables used in making the adjustments for initial differences between groups being compared. Chapter 5 presents the statistical strategy chosen for these analyses, the methods of presenting results, and the manner of interpreting the tabulated results. Chapter 6 represents a pause in the flow of the evaluation report to provide the reader with some contextual information necessary for sensing the meaning behind some of the numbers reported. Chapter 7 presents the major comparisons between the Project Follow Through and the non-Follow Through schools across all programs, and by each program. Chapter 8 presents a series of studies which suggests some interesting educational implications, while chapter 9 considers the problem of comparing the several programs on the outcome measures. (CS)

This monograph, a Planned Variation study, examines the impact of Project Follow Through (FT) on three sets of analyses, each of which approaches parent data exclusively, and assumes the relationship of parental attitudes and behaviors to pupil cognitive and affective growth. The first set of analyses summarizes the initial demographic characteristics, attitudes, and behaviors of the Cohort III kindergarten parents. The second set of analyses assumes the Project Follow Through should change the behaviors and attitudes of parents and examines indicators of parental behavior and attitude measured during the spring of a child's third year to determine if differences between FT and NFT parents exist both overall and within sponsor. The third set of analyses begins to examine the relationships which exist among the parent variables. First, the criterion variables examined in the first two sets of analyses are further explored by examining them in relatively 'uncontaminated' form by controlling statistically for a number of potentially mediating variables. Second, the influence of specific potential mediating variables on parent attitudes and behaviors is examined; and third, these data are examined to determine if variable interrelationships are different for FT/NFT within different sponsors. An exploration of parent information may provide both a background for understanding what is happening in the classroom and a perspective on the extent to which Follow Through is achieving its goal of increased parent involvement. (Author/CS)

Prepared as a definitive statement of educational quality for Texas, this document sets a goal for public school legislation. The model includes four coordinated strands: the problem-focused curriculum, the humanistic values curriculum, the curriculum for specialization, and the curriculum for personal growth and development. Program descriptions and recommendations are included for each of nine areas: elementary and middle school education, high school education, bilingual education, migrant education, provisions for exceptional children, adult and continuing education, occupational and technical education, compensatory education, and early childhood education. (Author/WM)

Originally planned to open in the fall of 1965 under funding from the Office of Economic Opportunity, and continued over the years with State Act for Disadvantaged Children funds, Higher Horizons 100 (HH100) was from its inception conceived as a ninth grade center where a compensatory program would work. Despite its expansion from one team to a present total of four high school and four middle school teams, HH100 as a program continued to provide articulated services geared toward skill remediation, guidance services, and cultural exploration and these to groups of approximately 100 urban youngsters in each of the program's eight centers. While the cultural activity funds were necessarily limited, team members were still able to provide youngsters with a number of vocational, experiential, and career services as these were contemplated in the original and in subsequent proposals. As a model for secondary school compensatory education, the original format was set up to enable the HH team to plan activities and programs in conjunction with the students. Through a series of systematic formal and informal planning sessions, team members would receive continual participant feedback and could use this information as a basis for modifying the program so as to better individually diagnose needs and prescribe appropriate educational treatments. (Author/JM)

Since the project evaluation for the last years indicated that pupil achievement and growth were significant, the corrective program in reading, language arts, and mathematics operated with Title 1, 1965 Elementary Secondary Education Act, and State Act for Disadvantaged Children funding was continued during the 1973-74 school year in seven elementary schools and one high school in Hartford. An Instructional Center approach was the core of this program in which specific remedial/corrective instruction was provided to eligible students who had reading, language, and/or mathematics learning problems. The instructional program emphasized corrective reading and language arts skills. Remedial mathematics instruction continued at the Cathedral of St. Joseph School and at St. Peter School. Instruction was provided on a scheduled basis during the regular school day. The equivalent of 13 full-time teachers were employed to teach in the Instructional Center Program. These teachers worked in teaching teams on a part-time basis, generally half days. In addition, eight instructional aides worked with children in the centers under the supervision of the instructional center teachers. These paraprofessionals allowed the teachers to offer more individualized and more intensive instruction to the students. (Author/JM)

The major thrust of 1965 Elementary Secondary Education Act Title I, or Project SPEEDY (Special Programs to Enhance the Education of Disadvantaged Youth), has been in the area of corrective reading and other programs designed to promote language development. While the emphasis of federal programs has been to concentrate funds on fewer recipients, the implementation of such a policy has been made increasingly difficult by the policy of bussing pupils throughout the system. Title I services were extended to 74 elementary schools and three junior high schools. Title I services made available to pupils in "Extended Service" schools consisted of corrective reading instruction, mathematics instruction, and supportive services. In addition to the instructional activities mentioned above, other instructional programs were: Business Education for Delinquent Children, Neglected Children's programs, and Pre-School programs. Service activities were: Supplementary Counseling, Supplementary Health, and Family Social Services and Attendance. Also a broad range of similar activities was conducted during June and July as a part of the Title I summer school. A total of 4,292 public and 243 nonpublic children participated in all phases of Title I. Sixty-two percent of the pupils achieved at least one month's gain per month of instruction on the Gates-MacGinitie Vocabulary Test. (Author/JM)

This report is another in a continuing series of reports on open admissions compiled by the CUNY Office of Program and Policy Research. An earlier report dealt with general trends in student retention at the City University of New York during the period September 1970 through June 1972. The new report studies academic trends, in terms of credits earned, grade point average, and the ratio of credits attempted. Data on which the study is based were collected for freshmen who entered in 1970 and 1971. For the 1970 freshmen, academic outcomes were described over the course of the first four semesters. For the 1971 freshmen, academic outcomes were described for the first two semesters. Data on the first year performance of the two classes were compared. Data were reported in aggregate form for senior and community colleges: comparisons between individual CUNY colleges were also present. Four major topics were considered: (1) academic performance of students (grade point average and credit operation); (2) retention as related to academic performance; (3) the impact of compensatory programs on retention and academic performance; and (4) comparison of academic outcomes for SEEK and non-SEEK students. Based on high school grades, analyses were conducted within certain high school average categories. (Author/JM)

As originally developed, Projecto Exito, often referred to as the Bilingual Community School or simply as "Escuelita," was in name and in deed a comprehensive community-based approach to the problems of bilingual education, funded under Title VII of the 1965 Elementary Secondary Education Act. Intended to serve Spanish and English-speaking students in direct proportion to their distribution within the Barnard-Brown attendance area, the program was planned so as to include two interrelated dimensions. Exito was to serve a demonstration effort in bilingual education which could then be expanded to other populations if the results were favorable; it was also to serve as a bilingual community school which could and would provide direct services to students ranging from preschool to adult education. While the evaluation design was a relatively straight forward pre-post-test model, a number of operational controls were build in to the design so as to insure program validity to the resultant data. The design included pre- and post-measures which could be administered not only on a grade by grade basis, but over a longitudinal period as well. While the design did attend to affective indications of change, data in this area were not reported; instead, only various forms of the "Inter-America Test of General Ability" were used. (Author/JM)

This report describes in detail a performance objective curriculum designed to help disadvantaged prekindergarten and kindergarten urban children attain the skills required to be at grade level in reading and mathematics and at the national norm in I.Q. by grade 1. The program is designed to systematically develop students' skills in 10 critical areas: listening, naming, observing, speaking, perceptual motor skills, writing and motor skills, classification, mathematics, decoding-encoding, and seriation. The essential components of the program are: (1) use of the performance objectives for individual and group instruction and as an evaluation tool, (2) forty-five minutes per day small group reading program with students grouped homogeneously according to achievement test scores, and (3) volunteer parent program which includes a parent committee and volunteer parents to assist teachers. The evaluation design and results comprise one-third of the report. (CS)

This document is the second part in a report on longitudinal evaluations of preschool programs. Part I reviewed long-term, controlled studies in order to generally assess the impact of preschool intervention. Part II reviews follow-up data in order to resolve the following five questions: (1) Do children in experimental programs continue to gain in intellectual development as long as intervention continues?, (2) Are gains increased or maintained after termination of the programs?, (3) Is development enhanced by beginning intervention at earlier ages, including the first years of life?, (4) What kinds of programs are most effective for long-range impact?, and (5) Which children from what circumstances are most likely to benefit in the long run from early intervention? The report includes discussion of the nature and limitations of the data used, methodological problems, effects of preschool intervention in group settings, effects of home-based intervention, a sequential strategy for early intervention, and the ecology of intervention, in which focus is on the characteristics and problems of disadvantaged families. (DP)

This report focuses on three main questions: (1) To what extent does a Head Start experience accelerate the rate at which disadvantaged preschoolers acquire cognitive skills? (2) Are the Planned Variation models, simply by virtue of sponsorship more effective than ordinary nonsponsored Head Start programs? and (3) Are some Planned Variation models particularly effective at imparting certain skills? The first chapter gives an overall picture of the Head Start Planned Variation study, while the second chapter summarizes data concerning background characteristics and distribution of test scores. Chapter 3 provides a general discussion of methodological issues and some of the major difficulties resulting from the study design. Chapters 4-7 attempt to present a picture of the pattern of overall effects of various programs through ranking analysis, residual analysis, analysis of covariance, and resistant analysis. The final chapters explore the question of whether the relative effectiveness of various programs is related to certain child background characteristics, such as sex, ethnicity, age, prior school experience, and mother's education. One major conclusion drawn as a result of the intermodel comparisons was that Head Start programs are quite homogeneous in their ability to promote general cognitive development. (CS)

This document reviews the findings of relatively small, controlled, long-term evaluations of preschool programs in various parts of the country. It is an attempt to clarify unresolved issues arising from the Westinghouse Learning Corporation Report on the impact of Project Head Start. Generally, this review focuses on the following question: What is known about the impact of any type of preschool intervention program? The report includes chapters on (1) Head Start graduates in school (studies from New Haven, Connecticut), (2) impact of early education on disadvantaged children (based on a Philadelphia study), (3) a five-year enrichment curriculum ranging from preschool to third grade levels (New York City, IDS Program), (4) the Early Training Project, (5) effects of economic deprivation on nursery school performance (study at Howard University), (6) The Karnes' Preschool Program (University of Illinois, Urbana-Champaign), (7) The Learning to Learn Program, and (8) The Ypsilanti Perry Preschool Project. It is concluded that early intervention does have an immediate impact (within one year) on the child's performance when measured by the Stanford-Binet, or personal-social adjustment ratings. On a long term basis, positive impact of intervention programs on school performance has been reported. Variables such as age, sex, and socio-economic status may affect the quality of intervention impact. (DP)

The subject of this paper is the schooling of children of the poor. In the past most children of the poor obtained very little education in the school; in fact it operated largely as a sorting agency for them. With the increasing demand for universal education, the schools and the public have become conscious of the schools' inadequacy in reaching disadvantaged children. As public attention focused on this problem and funds were appropriated to help in dealing with it, extensive efforts were made to improve the education of the poor. At first few programs were successful; now many more effective programs are in operation, but they are still in a minority. The slow development of successful efforts has partly been due to the wide acceptance of the notion that a child's capacity to learn is the chief factor in limiting his education rather than the inadequacy of the learning experiences. Also the notion that the learning programs that work with middle-class children need only minor revisions to be effective with the disadvantaged has misdirected many projects. What has been found in the last 10 years is that effective learning programs for children of the poor can be constructed by designing them so as to provide the essential conditions for learning. (Author/JM)