A study of compensatory education programs in written composition was conducted in ten Florida public community colleges during the winter and spring of 1970. A major purpose of the study was to establish a data base from which a model could be developed that might improve the effectiveness of these programs. The existing programs at the colleges…

The effects of nursery school experience on the self-concepts of disadvantaged and non-disadvantaged children were assessed. Subjects were 434 kindergarten children attending five public schools located in low socioeconomic areas and five public schools not considered to be serving a disadvantaged population. Self concept was evaluated through the…

This document is a description of Follow Through, a research and development program for disadvantaged children of low-income families that fosters projects around the country emphasizing parental and community involvement. The paper indicates that each project must be comprehensive in scope and directly focus on all aspects of child learning and…

This report summarizes the status of the 1970-71 Higher Education Opportunity Program (HEOP), and the Search for Education, Elevation, and Knowledge (SEEK) programs in the public and non-public colleges and universities in New York State. The major aims of the programs are to encourage economically and educationally disadvantaged students to enter…

The College Education Achievement Project (CEAP) is designed to raise the level of scholastic performance of high school graduates who are underprepared for the standard type college programs. The Project provides a program of learning experiences for developing the learning skills essential for college work. It is a transitional year program…

Part of a series of various Model Programs which informs educators about successful ongoing programs, the booklet describes the Project Early Push in Buffalo, New York, a preschool program for disadvantaged 4-year-olds which has been operating since 1966. The program provides experiences which are basic to later reading success and which are…

Results of studies of the effects of early childhood compensatory education programs indicate long-term benefits but not long-term cognitive gains. These findings may be explained by an interaction of the programs being studied at any early point in social change (rising tide) with a hypothesized intervening variable (cognitive effects). (DB)

In this comprehensive report, four distinct processes for reforming nine low-performing Title I schools in challenging high-poverty contexts are examined. These processes include: (1) a fundamentally grassroots, site-based model of reform; (2) locally mandated school reconstitution; (3) implementation of a proven national reform model, Success for…

The U.S. Senate will soon consider the reauthorization of the Elementary and Secondary Education Act (ESEA), the centerpiece of the federal government's involvement in public education. The Senate should consider at least three important improvements in the ESEA. The first is to make Title I of the ESEA, the provision for aid to disadvantaged…

Describes how New York City's unusual compensatory education program helps poor students become good students. (Author/DN)

A summary description and evaluation of Project Uplift, a compensatory reading program for first and second graders in the Kansas City District's Title I schools. (JM)

Children who attended Head Start maintained educationally substantive gains in general cognitive and analytic ability, especially in comparison to children without preschool experience. (PCB)