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The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state. For this year's evaluation of SCE, the State of Texas Assessments of Academic Readiness (STAAR) served as the state assessment measures for grades 3 through 8 and the STAAR End-of-Course (EOC) served as the state assessment measures for grades 9 through 11 for the 2015-2016 school year. The completion status of the class of 2015 was also assessed. Because the district no longer administers a norm-referenced test, such as the Stanford or Iowa (for English speakers) or Aprenda or Logramos (for Spanish speakers) given in prior years, there was no assessment measure for grades 1 and 2. The purpose of this report is to describe and evaluate the SCE-funded programs in HISD as required by law. The district must evaluate and document the effectiveness of instructional programs in reducing any disparities in performance on the STAAR and STAAR EOC, as well as disparities in the rates of high school completion, between students at-risk of dropping out of school and all other district students. This evaluation compares at-risk students' performance on the STAAR and STAAR EOC with the performance of their notat-risk counterparts. As required by the TEA (2010), differences in passing rates between at-risk and notat-risk students are reported for the past three years when data are available so that movement in reducing the disparity in passing rates can be ascertained. In compliance with guidelines specified by the TEA (2010), high school completion rates are reported for at-risk and not-at-risk students attending HISD.

The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state. For this year's evaluation of SCE, the Iowa Test of Basic Skills (ITBS) and Logramos Third Edition (formerly Stanford Tenth Edition and Aprenda Third Edition) served as the assessment measures for grades 1 and 2, the State of Texas Assessments of Academic Readiness (STAAR) served as the state assessment measures for grades 3 through 8, STAAR End-of-Course (EOC) served as the state assessment measures for grades 9 through 11 for the 2014-2015 school year. The purpose of this report is to describe and evaluate the SCE-funded programs in HISD as required by law. The district must evaluate and document the effectiveness of instructional programs in reducing any disparities in performance on the ITBS, Logramos, STAAR, and STAAR EOC and disparities in the rates of high school completion between students at-risk of dropping out of school and all other district students. This evaluation compares at-risk students' performance on the ITBS, Logramos, STAAR, and STAAR EOC with the performance of their not-at-risk counterparts. As required by the Texas Education Agency (TEA) (2004), differences in passing rates between at-risk and not-at-risk students are reported for the past three years when data are available so that movement in reducing the disparity in passing rates can be ascertained. In compliance with guidelines specified by the TEA (2010), high school completion rates are reported for at-risk and not-at-risk students attending HISD.

The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state. For this year's evaluation of SCE, the Stanford 10 and Aprenda 3 served as the assessment measures for grades 1 and 2, the State of Texas Assessments of Academic Readiness (STAAR) served as the state assessment measures for grades 3 through 8, STAAR End-of-Course (EOC) served as the state assessment measures for grades 9 through 11 for the 2013-2014 school year. The purpose of this report is to describe and evaluate the SCE funded programs in HISD as required by law. The district must evaluate and document the effectiveness of instructional programs in reducing any disparities in performance on the Stanford, Aprenda, STAAR, and STAAR EOC and disparities in the rates of high school completion between students at-risk of dropping out of school and all other district students. This evaluation compares at-risk students' performance on the Stanford, Aprenda, STAAR, and STAAR EOC with the performance of their not at-risk counterparts. As required by the Texas Education Agency (TEA) (2004), differences in passing rates between at-risk and not at-risk students are reported for the past three years when data are available so that movement in reducing the disparity in passing rates can be ascertained. In compliance with guidelines specified by the TEA (2004), high school completion rates are reported for at-risk and not at-risk students attending HISD.

This technical brief responds to an Arizona Department of Education request to study academic performance in schools receiving funding through the federal Title I compensatory education program, the section of the No Child Left Behind Act of 2001 governing resources for schools and districts serving disadvantaged populations. The brief describes for 2005/06-2008/09 the numbers and distribution of Arizona public schools and students across school levels (elementary, middle, high) for three school types: Title I Schools in Improvement (participating in the school improvement program, a public program to improve the academic performance of students in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non-Title I schools. It reports how Schools in Improvement are distributed across school improvement statuses, compares trends in reading and math proficiency for students attending each school type, and examines patterns of movement in and out of school improvement among Title I schools. Appended are: (1) Study methods; (2) Detailed school- and student-level data; (3) School-level reading and math proficiency trends, 2005/06-2008/09; and (4) Movement in and out of Title I and the school improvement program among all Arizona schools receiving Title I funding any year over 2005/06-2008/09. (Contains 2 boxes, 12 tables, 9 figures, and 5 notes.)

State Compensatory Education (SCE) is a supplemental program in Texas designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in AISD for the 2005-2006 school year.

This report focuses on the efforts of two troubled high schools (Wallis Annenberg High School in Los Angeles and Dayton (OH) Early College Academy) to launch early college programs. These two schools are a new breed of institution that combines high school and college into a coherent educational program and helps to bridge the gap between graduating from high school and entering and succeeding in college. Because it is somewhat counterintuitive to take adolescents who are already at an educational disadvantage and push them further and faster, and because the idea is largely untested, a long-term research project was launched to track the progress of early college high schools and their impact on students. Conducted by researchers at the Harvard Graduate School of Education, the study has completed its first year with encouraging findings that are summarized in this document. With only its first phase completed, the research project's findings are preliminary and much remains to be learned. Still, the findings to date are compatible with previous research on effective schools. The key findings from surveys of and interviews with members of the early college high school community focus on eight areas: (1) An educational identity; (2) Continuous support; (3) Caring relationships; (4) Support for staff; (5) Challenging environment; (6) Importance of learning spaces; (7) Constructing knowledge; and (8) Widespread and intense commitment.

The Even Start Literacy Program, established in 1989, aims to simultaneously improve the literacy of children and their parents through (1) early childhood education; (2) parenting education; (3) adult education; and (4) parent-child joint literacy activities. The report details findings from the third national Even Start evaluation. The evaluation included two complementary studies: the Even Start Performance Information Reporting System (ESPIRS), which provided annual data on the universe of Even Start projects, and the Experimental Design Study (EDS) which examined Even Start effectiveness in 18 projects. The report draws on data collected in all four years of the ESPIRS as well as pretest and posttest data for 1999-2000 and 2000-2001 collected from the 18 EDS projects. Findings include the following: (1) While Even Start children and parents made gains on literacy assessments and other measures, children and parents in the 18 programs did not gain more than those in the control group, about one-third of whom received early childhood education or adult education services; (2) compared to Head Start, Even Start parents are much less likely to have a high school diploma, and Even Start families have substantially lower household income; (3) Even Start children and parents made small gains on literacy measures and scored low compared to national norms when they left the program; (4) families do not take full advantage of the services offered by Even start projects, participating in a small amount of instruction relative to their needs and program goals; (5) while early childhood classroom experiences provided by the EDS projects were of overall good quality, there was not sufficient emphasis on language acquisition and reasoning to produce measurable impacts and hence to achieve legislative outcomes; and (6) the extent to which parents and children participated in literacy services is related to child outcomes. (Contains 67 references.) (HTH)

This mandated report to Congress describes the background and purposes of a national study of Head Start impact, the progress of the study, current activities to conduct a field test and prepare for the main study, and the projected timeline for study completion. The report notes that in 2000, a contract was awarded to determine on a national basis--and using rigorous methods--how Head Start affects the school readiness of participating children as compared to nonenrolled children and to determine the conditions under which Head Start works best and for which children. The designated Head Start Impact Study is a longitudinal study involving 5,000 to 6,000 first-time enrolled 3- and 4-year-olds across approximately 75 nationally representative grantee/delegate agencies. Children will be randomly assigned to either a Head Start or a control group. A field test, initiated in 2001, runs parallel with the site recruitment for the main study to gain information on various measures and procedures. The sampling plan excludes children in Early Head Start, Migrant Head Start programs, and programs operated by Tribal organizations, as well as extremely new programs, programs severely out of compliance with program performance standards, and programs in "saturated" communities. Included in this report are descriptions of the sampling plan, field test, main study site recruitment plans, data collection plans, local study staff roles, the use of parental notification and written informed consent, and a timetable for the Head Start Impact Study. The report concludes by pointing out that Health and Human Services is pleased with the progress of study activities to date and remains committed to ensuring that the study remains on schedule and addresses the full set of legislative requirements. (KB)

This study evaluated the effectiveness of the Pyramid method, an educational method for 3- to 6-year-olds. The Pyramid method seeks to improve young children's chances for a successful primary school career, particularly among ethnic minorities (of Turkish, Moroccan, Cape Verdian, and Surinam origins) and Dutch children of poorly educated parents. The study compared, over a 3 year period, the performance of a group of children participating in the Pyramid method to that of children in a control group. Findings indicated that the Pyramid method accelerated the development of children, both ethnic and Dutch, compared to the control group, with the greatest success when children entered the program in preschool. (Contains 41 references, 5 figures, and 4 tables.) (EV)

Along with the rapid expansion over the past decade of Head Start, a program providing comprehensive early childhood development services to low-income children, their families, and their communities, has come the demand for rigorous research to demonstrate program effectiveness. This report describes the proposed design of a national study of the impact of Head Start on children, mandated through the 1998 reauthorization of Head Start. The study will entail the selection of a sample of Head Start applicants who will be randomly assigned to either a treatment or a control group. A field test is proposed to run parallel with initial site recruitment to inform later design modifications or refinements. The focus of the study will be the impact of federal Head Start on children, how program effects vary along a variety of dimensions, and the contribution of the Head Start service model to child outcomes compared to those of less intensive services. Other information included in the report are details of the research goals and objectives; the selection of study samples of grantees/delegate agencies and children; participant recruitment procedures; random assignment procedures; definition and collection of outcome measures related to children, families, programs, and context; and data analysis plans regarding treatment impact, non-response bias, and community-wide effects. The report's four appendices describe the sample cluster stratification, describe ways to analyze program impacts without placing a 2-year exclusion on controls, discuss data sources for Head Start programs in "saturation" communities, and contain the impact research-related amendment to the Head Start Act 1998. (KB)

The Summer Opportunity To Accelerate Reading (S.O.A.R.) program is the elementary summer school program to improve reading and literacy in the Austin Independent School District, Texas. In June 2000, the 21-day program served 2,406 students in grades 1 through 3 who were below grade level in reading or at risk of retention. The budget allocation of over $2 million was funded from Title I, a state grant, and local dropout prevention funds. Program effectiveness was measured by scores on the Developmental Reading Assessment (DRA). The average gain for all students was 2.1 reading levels as determined by the DRA, a gain equivalent to about one-fourth to one-half of an academic year. During the 4-week program, 92% of students showed reading improvement by advancing one or more levels on the DRA, and the average improvement for students who attended at least 19 days was 2.2 reading levels. The program has shown consistent gains from 1998 to 2000 even as enrollment has increased six fold. Thirty-six percent of students who began S.O.A.R. below grade level ended the program at or above grade level. Recommendations centering on student selection and professional development for teachers are made for program continuation and improvement. Five appendixes contain attendance data, reading level information, responses to the teacher survey, an S.O.A.R. daily schedule, and the year 2000 S.O.A.R. timeline. (SLD)

In 1998, Rio Salado College in Tempe, Arizona, established a transition program to help students in General Educational Development (GED) test preparation and English-for-Speakers-of-Other-Languages (ESOL) classes make a successful transition to community college. As of the end of the transition program's second year, it had developed into an ongoing, smooth-running program providing students with the support and services they needed for a successful first semester at Rio Salado College. The program faced and overcame several challenges, including finding better ways to recruit and retain GED students and increasing the selectivity of eligibility requirements for ESOL students. Program accomplishments in 1999-2000 included improving the network of college contacts, establishing a series of college preparedness workshops, and establishing an independent study program for ESOL students. As of September 2000, a total of 354 GED and ESOL students had enrolled in 574 classes, 86% of those students completed their classes, 84% of classes were completed, and 93% of those were passed (including 38% with an A). Plans for the program's future include further increasing the number of GED students transitioning into college; designing better assessment tools; and developing an improved data base and record-keeping system for tracking and reporting purposes. (MN)

In 1998-99, Title I provided funding to 50 schools in the Austin Independent School District (AISD), Texas (43 elementary, 5 middle, and 2 high schools) with 60% or more students from low-income families. This report contains several analyses of the impact of Title I funds on student achievement. Students at non-Title I schools and at district schools as a whole outperform students at Title I schools, but when the passing rates for disaggregated groups are examined, the scores for economically disadvantaged, Hispanic, and African American students in Title I elementary schools approach the scores for students in those groups in non-Title I schools. Nine of the AISD Title I schools were rated "Low Performing" by the Texas Education Agency in the 1998-99 school year (six for academics and three secondary schools for dropout rates). Students in Title I schoolwide programs in the AISD were performing at a lower level than students in schoolwide programs throughout Texas. Specific information is given about Title I program areas for: (1) prekindergarten; (2) the Summer Opportunity To Accelerate Reading (S.O.A.R.) program; (3) year-round schools; (4) parent and community involvement; and (5) Title I migrant funds. Recommendations are made for improving student achievement under Title I. These recommendations center on improved accountability and record keeping and better strategic use of funds. Eight appendixes contain supplemental materials about Title I programs in the AISD. (Contains 204 figures and 13 references.) (SLD)

The Summer Opportunity To Accelerate Reading (S.O.A.R.) program is the Title I elementary summer school of the Austin Independent School District (AISD), Texas. The S.O.A.R. program provides early intervention to accelerate literacy learning for students entering grades 1-3 who are at risk of retention or are below grade level. In its second year of operation, 1999, the program was offered at six sites. Quantitative and qualitative data were collected at each of the sites, including the results of a developmental reading assessment. The S.O.A.R. program served 1,249 students, representing 52 AISD schools (31 Title I and 21 non-Title I) and 2 private schools. The students were of diverse ethnicity. During the program, 89% of students with valid pretest and posttest scores advanced one or more reading levels, with the greatest mean gains at grade 2. Attending for at least 17 days appeared to have a positive effect on student gains. Teachers expressed strong support for the program's balanced literacy approach and indicated their willingness to use the strategies learned from the program when they returned to their regular classrooms. Recommendations are offered for continuing the S.O.A.R. program. Five appendixes contain the survey instruments and supplemental materials about the program. (SLD)

This paper examines results from the Prospects study--a research agenda that explored the federal Title I program's impact on the academic and socio-emotional development of disadvantaged children. The document focuses on the program's strengths and limitations, offering a brief review of educational research and highlighting what may or may not work to alter the largely disappointing results found in Prospects. The paper outlines the history of the Title I program and discusses how a lack of resources and instructional requirements and other problems hindered the program's effectiveness. The paper looks at early evidence on the impact of Title I and then turns to the Prospects study, which was to be a national longitudinal assessment of Title I. The Prospects study found that Title I assistance was usually insufficient to close the gap in academic achievement between advantaged and disadvantaged students. The paper examines what makes a program effective, concentrating on instructional practice, class size, tracking, tutoring, and other strategies. The paper details the argument for improving entire schools, rather than a subset of the school, and concludes that Title I cannot by itself compensate for the substantial educational deprivations associated with child poverty. (Contains approximately 220 references.) (RJM)

The National Study of Effective Title I Schoolwide Programs was initiated to address the lack of information on how schoolwide programs affect teaching and learning and student outcomes and to develop a critical empirical base for strengthening the implementation of Title I programs in service of students in high poverty schools. This paper provides an overview of findings from the preliminary analysis of the study's first year database. In the first section, the rationale and the extant research base on Title I schoolwide programs that provided the research are discussed. In the second section, the study's research design and findings from the preliminary analysis are presented. During the 1997-98 school year, researchers gathered data from 33 schools in 9 urban districts and 4 countywide districts. Of these, 17 were considered more effective schools, and 16 were identified as less effective schools. The concluding section of the paper contains an exploratory discussion of implications for policy development in light of the upcoming Title I reauthorization. The preliminary findings from this project suggest the need for closer links between the federal government and school districts in helping schoolwide programs develop coherent instructional strategies. These federal initiatives constitute what is termed "procedural accountability" in Title I schoolwide policy. Procedural accountability is a useful way to measure the extent to which knowledge is used effectively to meet the legislative expectations of the Title I program. An appendix discusses the research design and the coordination of data collection. (Contains 9 tables and 10 references.) (SLD)

This document is comprised of four reports related to the evaluation of the Kentucky Preschool Program (KPP), serving 4-year-olds who qualify for the free lunch program and 3- and 4-year-olds with disabilities. Report 1 focuses on the differential effects of the preschool program related to race and to gender. Three key findings are reported: (1) children identified as at-risk or with disabilities made significant developmental progress as a result of participating in the program; (2) participating children continued to maintain gains through primary school; and (3) more similarities than differences were found across race and gender. Report 2 provides information on program characteristics and child outcomes, based on a study of five classrooms examined in depth during the 1997-1998 school year. Findings indicated that program characteristics associated with positive child outcomes related to collaboration, and open communication and curriculum. Report 3 presents the findings of three studies examining the longitudinal effects of the preschool program on children from primary school through middle school. Taken in combination, the longitudinal data suggest that the progress children made during preschool depended on their status when they entered preschool. Their preschool experience provided a foundation that supported them as they moved through the primary grades. Through the beginning of middle school, preschool participants continued to do as well as or better than peers who were not eligible for the programs when they were preschoolers. Report 4 presents the cumulative findings for 3,528 students who participated in KPP. Findings indicate that the KPP had a positive effect on children's development during preschool, their readiness for kindergarten, and their social and academic progress through the fifth grade. (KB)

This report provides a synopsis of findings from an interim report of an ongoing national study of Title I schoolwide programs conducted by the Laboratory for Student Success in conjunction with other Regional Educational Laboratories. The study is designed to develop a national database on program features, implementation requirements, and outcomes of Title I schoolwide projects in order to provide assistance to local schools with their own schoolwide projects. Initial findings from this study indicate that more effective schools are implementing the Title I schoolwide legislative expectations more faithfully than less effective schools. Teachers from more effective schools agreed that their schools were emphasizing high standards for all students and implementing instructional practices to promote academic achievement. Parent responses were not as favorable, with parents who speak a language other than English or are bilingual tending to rate the schools lower in most areas. Classroom observations indicate that students predominantly meet in large groups and are usually independently working on-task. The difference in instructional interaction time for more effective and less effective schools is not statistically significant. (Contains one figure and three references.) (SLD)

This report on the short-term effects of Upward Bound, a federal pre-college program designed to help economically disadvantaged students complete high school and gain access to post-secondary education, presents interim findings from the Longitudinal Effectiveness Study of Upward Bound based on data on approximately 2,800 students during the first year or two of high school. At present, there are more than 600 Upward Bound projects; they offer intensive instructional programs and are usually hosted by 2-year and 4-year colleges. The study found that: (1) Upward Bound has early positive impacts on students' educational expectations and academic course-taking; (2) students with lower educational expectations initially benefit more from Upward Bound; (3) Hispanic students initially benefit most from Upward Bound; and (4) many students (about 37 percent) who enter Upward Bound leave the program during the first year. After an executive summary and introductory chapter, Chapter 2 presents data on persistence in Upward Bound, and on the Upward Bound services offered. Chapter 3 details short-term impacts of Upward Bound, including the average impact of the program and groups benefitting most. The concluding chapter summarizes findings, compares them to previous findings, and draws implications for program improvement. Eight appendices provide additional detail on research methodology, data interpretation, and statistics. (Contains 18 references.) (DB)

This monograph presents the executive summary of a study evaluating the first-year impacts and program operations of Upward Bound, a federal pre-college program designed to help economically disadvantaged students complete high school and gain access to post-secondary education. In 1996, 45,000 students participated in the program through projects offered by 601 grantees; the average cost per student was $3,800. Most students enter Upward Bound in ninth or tenth grade and participate in a multi-year program of weekly activities during the school year and an intensive summer program that simulates college. The study found two major impacts of Upward Bound--first, participating students expect to complete more schooling than similar students not in the program and, second, the program has a positive impact on the number of academic courses participants take. Other findings included: students who benefited most initially were those with lower academic expectations; Hispanic students appeared to benefit most from the program among racial/ethnic groups examined; the program showed no impact in the first year on participants' high school grades; many students left the program in the first year; and most Upward Bound projects focused on providing a rich and challenging program. (DB)

This report is one of a series presenting findings from "Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity." This study, conducted in response to the 1988 Hawkins-Stafford Amendments, was a major effort to examine the effects of Chapter 1 on student achievement and other school-related educational outcomes. Data were collected during school years 1991-1994 from nationally representative samples of students from grades 1, 3, and 7 in an initial sample of about 400 schools. An essential finding of an interim report was that Chapter 1, as it was configured in 1991 and 1992, was insufficient to close the gap in academic achievement between Chapter 1 students and their more advantaged peers. In the period covered by this study, the achievement gap remained a reality. There were some highly disadvantaged schools in which children performed better than students in other high-poverty schools, and these were characterized by school-wide Chapter 1 programs; greater use of tracking by ability; more experienced principals; lower rates of student and teacher mobility; a balanced emphasis on remediation and higher-order thinking in classroom instruction; and higher levels of community, parent, and teacher support for the school's mission. Chapter 1 did serve the students most in need of help, but its assistance was insufficient to close the achievement gap. This is not to say that Chapter 1 was not helpful, but it was not enough to bring its students up to par. Data from the Prospects study support earlier research findings that the characteristics of the individual student and family account for the largest part of the variation in student achievement as measured by test scores, but that schools do make an important contribution that can be enhanced. Three appendixes present characteristics of low and high poverty schools, characteristics of high-performing high-poverty schools, and a description of the Technical and Stakeholder Work Group for the study. (Contains 13 exhibits and 9 references.) (SLD)

Homeless families with children constitute the fastest growing segment of the United States homeless population. This study evaluated Year 2 of the Arizona Head Start for Homeless Children and Families Project, designed to meet educational and social needs of homeless children and families, and to assist Head Start agencies in developing effective models of service delivery responsive to homeless families. The project was implemented in 1994 in Phoenix with 25 children, most of whom were current or former residents of a homeless shelter where the Head Start classroom was implemented. Four Head Start program components were modified to meet their needs: (1) education; (2) family development, involving a family advocate to link families with social services and job and educational opportunities; (3) health; and (4) parent involvement. Evaluation results indicated that children developed on a high percentage of the developmental tasks in each domain. Progress was made in providing children with needed health and dental services. Transitional activities and strategies were developed and implemented. Focus groups and interviews with families showed improved communication between children and adults. In many cases, families made steps toward self-sufficiency. The family advocate expanded the network of service providers and families used services at a high level. Personal support systems implemented during Year 1 continued to benefit staff during Year 2; Head Start staff and management developed strong skills in working with homeless children and families. Strategies contributing to the program's success and barriers to effective service delivery were identified, and recommendations made to improve the program. (Three appendices include a sample of the Homeless Family Database; Database Coding Guidelines; and database summary statistics. Contains 11 references.) (Author/KB)

This study examined the progress of nine collaborative student academic development programs in California which focused on improving the preparation of secondary school students for college and university study. The programs were selected for inclusion on the basis of commonalities along the following dimensions: a goal of increasing the number of students pursuing higher education from groups with historically low college-going rates; collaboration between public schools and higher education institutions; emphasis on direct services; and a focus on the transition between secondary and postsecondary education. Those programs studied were: Advancement via Individual Determination; Alliance for Collaborative Change in Education in School Success; California Academic Partnership Program; California Student Opportunity and Access Program; College Readiness Program; Early Academic Outreach Program; Mathematics, Engineering, Science Achievement; Middle College; and the Urban School-Community Collaborative. Overall, it was found that the programs were effective in helping students prepare for college. Among 1994 high school graduates, program participants attended colleges and universities at a rate of 64.5 percent (compared to a statewide rate of 53.2 percent and a rate among students from similar backgrounds of 42.6 percent). Extensive tables and graphs detail the study's findings. An appendix provides a detailed report of the participation of individual California secondary schools in each of the projects. (JLS)

This paper examines the possibility of accelerating the development of intelligence when applying stringent Piagetian standards to evaluate the effects of short- and long-term intervention or instruction programs. The paper reviews previous Genevan and American research that shows that development can be accelerated by means of only a few long-term instruction programs that satisfy Piaget's criteria. Successful long-term intervention programs can be based on entirely different theoretical approaches, such as that of the Soviet Obuchova, the American preschool curriculum, or a paradigmatic training method. The only similarity in the different intervention programs is the systematic administration of the training tasks and the repetition of the exercises. However, despite the positive results of several intervention programs, even those of long duration such as Head Start, the effects diminish some time after the program has been discontinued. Studies of identical twins suggest that more permanent changes in the environmental factors influence the development of intelligence to a certain extent. A durable change in the development of intelligence may be invoked only if the environment in which the newly acquired skills have to be exercised has also changed more or less permanently. (Contains 56 references.) (Author/KB)

Homeless families with children comprise the fastest growing segment of the United States homeless population. This study evaluated Year 1 of the Arizona Head Start for Homeless Children and Families Project, designed to meet educational and social needs of homeless children and families, and to assist Head Start agencies in developing effective service delivery models responsive to needs of homeless families. Participating in the study were 26 children, most of whom were current or former residents of a Phoenix homeless shelter where the Head Start classroom was implemented. Four Head Start program components were modified to meet their needs: education, family development, health, and parent involvement. Evaluation results indicated that the Head Start classroom was conducive to smooth transitions. No data were available to determine child developmental progress. A fairly large percentage of children did not receive health services. Focus groups and interviews revealed that families were forming relationships with others and showed improved communication between children and adults. Parent participation was similar to that in typical Head Start classrooms. Some families progressed toward self-sufficiency although it was not possible to attribute a causal relationship between program services and self-sufficiency. Collaboration and cooperation between the Head Start, the homeless shelter, and other service providers occurred in various ways. Communication was a challenge to implementation. Head Start staff and management developed new skills for working with homeless children and families. Strategies contributing to program success and barriers to effective service delivery were identified, and recommendations made to improve the program and its evaluation. (Four appendices include a sample of the Homeless Family Database; database coding guidelines; database summary statistics for year 1; and improvements planned for Year 2. Contains 18 references.) (Author/KB)

A product evaluation of the Saginaw, Michigan School District's state-funded prekindergarten program for at-risk 4-year-olds (Michigan School Readiness Program, formerly Michigan Early Childhood Education Preschool, or MECEP) was conducted in 1994-95. The Piaget-based program, which served approximately 302 children at 9 elementary schools, involves 7 component areas: cognitive, psychomotor, affective, parent participation and education, curriculum, staff development, and community collaboration and participation. The major outcome question asked in the evaluation was: Did the program attain the 26 objectives it set out to accomplish? The Prekindergarten Saginaw Objective Referenced Test was used to measure product outcomes on 13 program objectives dealing with cognitive and psychomotor skills. The Affective Rating Scale was used to measure the 7 affective objectives. Parents as Partners Monthly Logs were used to measure outcomes on the three parent participation/education objectives. Finally, records maintained by the MECEP program supervisor were used to measure the three objectives related to the curriculum, community collaboration/participation, and staff development components of the program. Evaluation data indicated that in its seventh year of operation, the program was quite successful, with 25 of 26 objectives attained. (Recommendations for program improvement are offered. Ten appendices provide related material, including specific program objectives, the PK-SORT, and statistics broken down by building.) (AA)

This document consists of four consecutive annual program evaluation reports covering the years 1991-92, 1992-93, 1993-94, 1994-95, respectively. These reports detail the results of the annual product evaluation of the federally funded Chapter 1 prekindergarten program of the Saginaw, Michigan School District. The purpose of the prekindergarten program is to provide inner-city 4-year-olds with an environment that will enable them to develop the skills needed for success in school. The paper served the following number of children in each of the year periods: 428, 433, 502, 495. The major question addressed set out to accomplish? To answer this question, evaluators used: (1) the Prekindergarten Saginaw Objective Referenced Test to assess cognitive and psychomotor objectives; and (2) a Parents as Partners Sheet to assess the amount and type of parent participation. Findings indicate that in each of the four year primers evaluated, the program met all nine objectives in the cognitive skills area and three of four objectives in the psychomotor skills area. All three objectives for parent participation were met. The reports also present recommendations for program improvement based on the evaluation results. Appendixes, which make up the bulk of the reports, include a list of the 16 program objectives, a list of program participants, and a copy of the Prekindergarten Saginaw Objective Referenced Test. (EAJ)

The Higher Order Thinking Skills Program (HOTS) is a computer-based program for teaching thinking skills developed by Stanley Pogrow at the University of Arizona. It is now used in over 800 U.S. schools. This study investigated the effects of the HOTS program versus the traditional Chapter 1 program on fourth and fifth grade students' self-concepts, reading achievement, and higher order thinking skills. Of secondary interest was the examination of gender differences in the HOTS and Chapter 1 programs. Subjects included 113 students in the HOTS group and 72 in the traditional Chapter 1 group. HOTS subjects received 45 minutes of instruction each day using the HOTS curriculum and computer applications. Student self-concept, achievement, and thinking skills were measured before and after the intervention. Findings suggested that the HOTS program was effective in raising student self-concept and some higher order thinking skills in grade 5. The program appeared to be more effective after 2 years of treatment, with females affected more than males. Both HOTS and Chapter 1 raised student achievement scores, but there were no statistically significant differences in achievement between the two groups. Results also suggested that more coordination is needed between the HOTS program and the regular classroom. (Contains 12 tables and 27 references.) (SLD)

Title I of the Elementary Secondary Education Act authorizes a federally funded compensatory program for several groups of educationally disadvantaged children. The legislation directs that priority educational needs of these children be identified and programs be designed to provide appropriate supplemental instruction. This report summarizes recent activities provided in Ohio through Title I of the Elementary and Secondary Education Act. Information presented includes statistics for fiscal 1995, participation trends, instruction impact, expenditure and staffing patterns, parent involvement, and 5-year trends. The first section of this report, entitled "Basic Programs," explains the basic Title I services provided by Ohio's public school districts. Statistics for the current year and 5-year trends clearly indicate that this program helps children to become successful learners. The second section, entitled "Special Programs," describes the special Title I services provided for children of migratory agricultural workers and handicapped, neglected, or delinquent children being educated in state agency schools. Statistics indicating the beneficial human impact of the supplemental services provided through federal aid to education are also included. A 5-year financial and human impact summary concludes this report. (MOK)

This publication presents a collection of true stories that demonstrate the ways in which children's, parent's, and staff's lives have been enriched as a result of their involvement with Project Head Start. The stories describe remarkable achievements of individuals, often made in the face of great disadvantages and difficult circumstances, which illustrate, through real-life situations Head Start's benefits to children, families, and communities. The individual's accomplishments and the role Head Start played in his or her life and success are summarized. The first section of the collection consists of 135 Head Start graduate success stories, and lists the role Head Start played in the graduates' successful education. The second section consists of 170 parent success stories, and shows the importance of the support and assistance Head Start parents received. The third section consists of 136 staff success stories, and shows the success of Head Start volunteers and employees. The fourth section consists of 126 testimonials from persons involved in a variety of ways with the Head Start Program. (SD)

In 1990-91, the Austin Independent School District (Texas) received a 3-year grant under Title VII to serve a population of limited-English-proficient high school students called "newcomers" (i.e., recent arrivals to the United States). In addition to their limited English proficiency, these students, who have typically suffered interrupted educations, have a wide range of literacy skills. The program provides a sheltered environment for its students, with small classes and intensive English instruction in addition to other academic subjects. Students are expected to move to the regular high school curriculum after a year with continued support in English. In 1993-94, 120 students were served by the Title VII Newcomers Program. In spite of the difficulties they had encountered, newcomers typically demonstrated a commitment to attending school and moving forward with their educations and considered the program very helpful. They demonstrated an average gain of 11 raw score points on a language assessment battery. Recommendations for the 1994-95 school year, the final year of federal support, include a call for additional student support at the end of the Newcomers' Program. A program evaluation checklist is attached. (Contains 1 chart, 32 figures, and 4 references.) (SLD)

This report evaluates the Chicago Public Schools' 1992-93 Prekindergarten Program for 3- to 5-year old children at risk of academic failure. During the 1992-93 academic year, the State Prekindergarten Program served 10,735 3- and 4-year-olds at 286 sites throughout the city. The report describes and evaluates the program's four components: (1) a screening component to identify eligible children; (2) an educational component to prepare at-risk preschool children for success in school; (3) a health component to stimulate and encourage growth in physical health and ability; and (4) a parent component to involve parents in the education of their children and assist them in obtaining the necessary services to provide for their family's welfare. In the context of the particular components, the report describes the program's identification procedures to document at-risk children; educational intervention consisting of experiences designed to promote positive self-image and learning through growth in cognitive functioning, language and communication skills, social-emotional awareness, and physical health and ability; and a planned program of parent activities, including classroom volunteer opportunities, parent meetings, workshops, field trips, and health and social support services. (AA)

Critics of the Federal Title I and Chapter 1 compensatory education programs to increase the academic skills of disadvantaged children suggest that the return for the Federal investment has been small and that designers have not created programs that work. When the compensatory education programs were conceived, their promise was immense. During its 30-year history, the Federal initiative has been affected by regulatory structures and by demographic and educational changes in the nation. Although program goals were fairly clear, the program has become increasingly intricate and often confusing. Particular aspects of pull-out, add-on, in-class programs, and schoolwide projects are examined, along with program impacts on curriculum and instruction, parent participation, teacher education, and the education of minority students. Suggestions for the improvement of the Title I and Chapter 1 programs center on restoring their original goals and returning to the idea of improving education to the point at which compensatory programs are no longer needed at all. (Contains 66 references.) (SLD)

A product evaluation of the Saginaw, Michigan School District's state-funded prekindergarten program for at-risk 4-year-olds (Michigan Early Childhood Education Preschool, or MECEP) was conducted in 1993-94. The Piaget-based program, which served approximately 280 children at 9 elementary schools, involves 7 component areas: cognitive, psychomotor, affective, parent participation and education, curriculum, staff development, and community collaboration and participation. The major outcome question asked in the evaluation was: Did the program attain the 26 objectives it set out to accomplish? The Prekindergarten Saginaw Objective Referenced Test was used to measure product outcomes on 13 program objectives dealing with cognitive and psychomotor skills. The Affective Rating Scale was used to measure the seven affective objectives. Parents as Partners Monthly Logs were used to measure outcomes on the three parent participation/education objectives. Finally, records maintained by the MECEP program supervisor were used to measure the three objectives related to the curriculum, community collaboration/participation, and staff development components of the program. Evaluation data indicated that in its sixth year of operation, the program was quite successful, with 25 of 26 objectives attained. (Recommendations for program improvement are offered. Ten appendices provide related material, including specific program objectives, the PK-SORT, and statistics broken down by building.) (AA)

This is the first interim report of the congressionally mandated National Study of Student Support Services (SSS), a federally funded grant program designed to help economically disadvantaged students achieve success at the postsecondary level. The program is intended to facilitate disadvantaged students' high school completion, entry into and completion of postsecondary education, and entry into graduate study. The report combines the results of two parts of the study. The first part (Chapters 2-6) provides an overview of the SSS program drawn from several national data sets and a survey of 200 SSS project directors. The second part (Chapters 7-9) presents the results of case studies of support services, policies, and programs in 50 institutions, of which 30 have SSS projects and 20 do not. Key findings are highlighted at the start of each chapter and they include: (1) the proportion of low income families has grown for each educational group except those in which at least one member has a college degree; (2) noncognitive factors important in college success among this population are a positive self-concept, realistic self-appraisal, ability to deal with racism, and preference for long-term goals; (3) SSS funding was $10 million in 1970 and $130 million in 1993; and (4) 25 percent of higher education institutions receive SSS funding. Appendices detail sampling methodology and provide additional details of study preliminary findings. (Contains 118 references.) (JB)

This report describes the development of the Brooklyn (New York) College Learning Center (BCLC), which provides direct academic support services to students, staff development services, and new technologies for instruction and support services. The report used information available from institutional databases and information from research efforts initiated by BCLC staff. The BCLC was developed to link various academic intervention and retention strategies and to improve their effectiveness and impact. The BCLC's new facility opened in 1994 with all services, staff, and equipment in place. Program evaluation found that nearly 5,000 students had visited the facility over 3 years logging a total of 33,450 visits, and accruing a total of 47,250 hours. The evaluation study found that students who used the BCLC persisted in school longer than those who did not. Despite the fact that BCLC users were generally less well prepared for college level work than non-users, after 3 years enrollment, BCLC users completed their minimum proficiency requirements at rates higher than non-users. (JB)

A product evaluation of the Saginaw, Michigan School District's state-funded prekindergarten program for at-risk 4-year-olds (Michigan Early Childhood Education Preschool, or MECEP) was conducted in 1992-93. The Piaget-based program, which served approximately 279 children at 8 elementary schools, involves 7 component areas: cognitive, psychomotor, affective, parent participation and education, curriculum, staff development, and community collaboration and participation. The major outcome question asked in the evaluation was: Did the program attain the 26 objectives it set out to accomplish? The Prekindergarten Saginaw Objective Referenced Test was used to measure product outcomes on 13 program objectives dealing with cognitive and psychomotor skills. The Affective Rating Scale was used to measure the seven affective objectives. Parents as Partners Monthly Logs were used to measure outcomes on the three parent participation/education objectives. Finally, records maintained by the MECEP program supervisor were used to measure the three objectives related to the curriculum, community collaboration/participation, and staff development components of the program. Evaluation data indicated that in its fifth year of operation, the program was quite successful, with 24 of 26 objectives attained. (Recommendations for program improvement are offered. Ten appendices provide related material, including specific program objectives, the PK-SORT, and statistics broken down by building.) (AA)

This report presents information on the effectiveness, including cost effectiveness, of many programs of the Austin (Texas) Independent School District (AISD). In 1991-92, the AISD Office of Research and Evaluation (ORE) reviewed 85 programs or program components. Cost effectiveness was calculated for 18 programs using an achievement effect measure and for 16 programs using a dropout prevention effect measure. Most evaluated programs were rated as effective. In general, the programs showing the highest achievement gains for students tend to be programs that offer students enriching experiences in addition to the regular curriculum. Most have a relatively high initial cost, but once in place, their per-pupil costs are relatively low. A common feature for successful dropout programs is that they provide students with individual attention or the possibility of flexibility in class schedules and enrichment. These findings are in keeping with other conclusions that the ORE has drawn over the years, such as the fact that students with an opportunity to learn will learn, and that a limited number of people need to be responsible for a student's learning. Early intervention is recognized as preferable to later remediation. In addition, it has been shown that smaller class sizes produce greater learning only through grade 1. One summary table, three tables of program data, and three tables of example data complement the discussion. (Contains 12 references.) (SLD)

The Wake County (North Carolina) Public School System first implemented Reading Recovery in 1990-91 and expanded the program in 1991-92. The goal of Reading Recovery is to provide intensive help to first graders having difficulty before their problems become too severe. Reading Recovery staff collected data, and the Chapter 1 evaluation specialist collected follow-up data for students after they left the program. Annual site reports by the Reading Recovery staff found positive short-term results for students who had received help both years. Seventy-seven percent of the 1990-91 and 73 percent of the 1991-92 students who completed the program were able to be discontinued successfully from the program. Students with a complete program showed greater gains in reading skills than did a comparison group. Results of the evaluation of long-term impact were somewhat more mixed, but generally positive. Students from the first cohort had lower special education placement rates and lower Chapter 1 placement rates in the second grade. Overall, the program seems quite promising, although teachers may need more information to recognize and capitalize fully on the skills Reading Recovery provides to students. Ways to increase the percentage of students who complete the Reading Recovery program are discussed. Fifteen figures present evaluation findings. The survey of student reading abilities is included. (SLD)

This paper describes research conducted to evaluate a program designed to meet the needs of Asian Limited English Proficient (LEP) students in the School District of Philadelphia. The program was the result of a negotiated settlement in a lawsuit filed against the school district in 1985, which alleged that the district was failing to meet the needs of Asian immigrant and refugee children. The settlement resulted in the creation of the Remedial Plan for Asian LEP students, which provided for various curriculum, staff, and program changes to improve the educational opportunity of Asian LEP students. Several studies conducted between 1990 and 1991 have found that: (1) a considerable gap existed between the techniques that teachers of Asian LEP students reported they were using and actual practice; (2) teacher participation in staff development programs could be better supported and funded by the district; and (3) most Asian LEP students felt that mainstream classes with native speakers of English would be more helpful in improving their English skills than sheltered or co-taught classes. Although many changes that benefit both Asian and non-Asian LEP students have taken place, much still needs to be done to make curriculum and staff development programs more effective. (MDM)

This report summarizes recent activities provided in Ohio through Chapter 1 of the Elementary and Secondary Education Act. Statistics for the 1991-92 school year and the summer that followed are presented, along with information on participation trends, instructional impact, expenditure and staffing patterns, parent involvement, and 5-year trends. The first section of the report explains the basic Chapter 1 services provided by Ohio's public school districts, including information on: (1) student participation; (2) instructional areas; (3) the impact of reading instruction; (4) the impact of mathematics instruction; (5) expenditure patterns; (6) staff positions; (7) inservice education; (8) parent involvement; and (9) parent advisory councils. The section concludes with a list of program successes, indicating that 610 of Ohio's 612 school districts conducted Chapter 1 programs, receiving a total of just under $200 million in Chapter 1 funds to provide extra instruction for 146,606 educationally disadvantaged children. The next section describes special Chapter 1 services provided for the children of migratory agricultural workers and handicapped, neglected, or delinquent children being educated in state agency schools. The report concludes with a brief description of state leadership in implementing Chapter 1 and tables that provide a 5-year summary of grant awards and students served. The text is supplemented with 33 tables. (AC)