This report presents a technical history of the national evaluation study of the Follow Through Planned Variation Model. The last in a five volume series dealing with Follow Through evaluation activities, this volume is devoted to examining the major issues confronting the evaluation and the attempts made to resolve these issues. Chapter I…

Section 1 of this report on programs for the disadvantaged in the Oregon State System of Higher Education defines the term disadvantaged and summarizes the barriers to higher education experienced by them. The next section reviews briefly the values that underlie the development of these programs and suggests some issues that must be considered in…

The purpose of this study was to identify the differences between students who profit from compensatory education programs and those who do not. The study looked at family systems, family interactions, and individual children's behavior from a point of view that subsumes cognitive and communicational style variables which differ from the framework…

In conjunction with the regular 1970 summer session, Santa Barbara City College (SBCC) sponsored a developmental program for disadvantaged minority students. Fifty-two students participated, 34 financially supported by the Neighborhood Youth Corps, and 18 others with similar backgrounds and characteristics. The minority students were enrolled in…

In the fall of 1963, 22 disadvantaged high school graduates with the potential for college success were admitted to Michigan State University (MSU). They were provided with financial aid, remedial courses, tutoring, and individual counseling. Nine, or 41%, of the 22 students graduated on time in 1967, compared to a national average of 40% of all…

This report describes the longitudinal research conducted in an early intervention program since 1966. The program is characterized by the use of paraprofessionals serving as home visitors and parent educators. Data collection has included measures of children's behavior and development, parent-child interactions, and parent variables such as…

This bibliography on compensatory early childhood education contains more than 4,000 citations, most of them from American sources. Books, journals, and papers presented at meetings are cited and a subject index is included. (SBT)

Brief descriptions are provided of four Ohio Follow Through programs, each of which is pilot-testing a different teaching model. The programs are: Akron, The PEP-IPI Model; Cleveland, The Responsive Environment Model; Dayton, The Engelmann-Becker Model; and Martins Ferry, The Mathemagenic Activities Model. The PEP (Primary Education Project)-IPI…

The four Follow Through projects in Illinois are described and evaluated. These projects involve approximately 1,450 children in K-3 in Mounds, East Saint Louis, Waukegan, and Chicago. The Chicago project is subdivided into three individual projects and is trying three experimental programs. Emphasis is given to the nature of the environmental…

This is the eighth report describing the progress of the ETS-Head Start Longitudinal Study. The study began in 1969 with the collection of data on over 1800 children ranging from 4 through 8 years in age. Data collection on these children and their families, communities and schools is planned to continue through spring of 1972. This report…

Findings from a review of 47 studies of compensatory education programs, most including work in mathematics, are briefly reported. (MNS)

Review of the Head Start program by the former director of the Office of Child Development. Discussion of what compensatory programs can and should achieve. (ST)

Reviews recent projects on the education of immigrants within the framework of the six suggestions for research made by the Select Committee on Race Relations and Immigrations; e.g. the effects on children of various educational arrangements for immigrants; methods of teaching race relations in schools; and others. (Author/JM)

Author reviews the past decade in early childhood education and proposes strategies for the future. (MB)

A scholarship program for promising disadvantaged students in private secondary schools was evaluated through interviews, faculty reports, and testing in a two year follow-up of 82 boys. (Author)