This report presents the results of an external evaluation of a model bilingual program for nursery school through third grade students in the municipal schools of Clovis and Portales, New Mexico. The project is divided into three programs--nursery school, kindergarten, and grades 1-3--designed to reach children with limited English-speaking…

The investigators hypothesized that home environment variables--as measured by the Home Environment Review, administered upon entrance to kindergarten--account for the variance in children's reading achievement at the end of kindergarten, first, and second grade. One hundred fifty-three children representing a longitudinal, traced sample from two…

Focusing on the basic skills of reading and mathematics, identified as major problems by a fall 1973 needs assessment of the Minneapolis Public Schools, more than 600 Title I supported staff worked to improve the achievement of these children in 43 public and parochial schools. Attempts to measure impact were made, and a number of individual…

The study employed geography as the substantive content to develop and evaluate instructional materials that reflect one theoretical approach to teaching the disadvantaged -- Ausubel's model of verbal reception learning using advance organizers. It was hypothesized that 5th and 6th grade pupils would learn more geography content by using textual…

The Porter Elementary School in Syracuse, New York introduced individually prescribed instruction (IPI) for its kindergarten through 6th grade pupils, most of whom came from lower socio-economic backgrounds. Student individual differences relating to social background physical and personality development, intellectual capacity, and school…

This evaluation attempts to measure the extent and effectiveness of ESEA Title I programs designed to meet the needs of disadvantaged children and apprizes the public and the legislature of program outcomes. In keeping with USOE requirements for evaluating Title I programs, this document is constructed of (1) responses to USOE probes by…

To reemphasize the dangers inherent in the misuse of testing instruments, a study of language and cognitive development in poverty preschoolers investigated 1) whether the interpretation of Peabody scores could be applied to this population, and 2) the contribution of the linguistic form of the Peabody to performance. (MS)

This evaluation report of New York State Urban Education Quality Incentive Programs covers the second year in which the programs have functioned on a city-wide basis, 1971-72. Project summaries for 137 different programs in 31 districts in the city are listed and information is provided relating to objectives, project descriptions, budgetary…

Numerous reports have noted the difficulties inner city children have in the typical public school environment. The inner-city child, whose basic skills are often less advanced than those of his suburban counterparts, drops further behind as he grows older. Furthermore, few programs are directed toward changing the basic attitudes and academic…

Twenty percent of California's public-school students attend schools in the Central Valley. Many of these students are at risk of poor educational outcomes: One-quarter of the children in grades K-5 do not speak English or do not speak it well; one-half of all K-12 students participate in a subsidized lunch program. This sourcebook provides a…

This study synthesizes current research regarding the nature of the achievement gap in Washington State, root causes and conditions perpetuating the gap, and strategies for closing the gap. It emphasizes the gap between white students and students of color and between students from more affluent backgrounds and their lower-income counterparts.…

This report draws heavily on the material already written about the programs and sites that were visited, as well as speakers at forums, presentations at roundtables, and summaries of discussion groups, available on the American Youth Policy Forum (AYPF) website. This report describes some of the common approaches, strategies, and policies that…

The James Irvine Foundation launched the Communities Organizing Resources to Advance Learning (CORAL) initiative in 1999 with the goal of improving the academic achievement of children in the lowest-performing schools in five California cities. In 2004, CORAL adopted a more targeted approach toward reaching this goal by integrating a regular…

Describes a study that provided innercity fourth grade African-American students in Texas with hardware to participate in a telecommunications network to determine whether participation would increase their scores on statewide fifth grade math tests. Time online, content of programs, connections between math and language arts, and student…

The Edna McConnell Clark Foundation developed and sponsored the Middle Grades Initiative (MGI), which began in 1989, in five urban school systems: (1) Baltimore (Maryland); (2) Louisville (Kentucky); (3) Milwaukee (Wisconsin); (4) Oakland (California); and (5) San Diego (California). The purpose of MGI was to change the ways schools educate young,…