THE ROLE OF VOLUNTEERS IN COMPENSATORY EDUCATION WAS DISCUSSED. THE VOLUNTEER WORKER PLACED ON FILE IN THE COMPENSATORY OFFICE, HIS NAME, ADDRESS, TELEPHONE NUMBER, NAME OF SCHOOL ASSIGNED TO, AND JOB DESCRIPTION. JOBS WERE AVAILABLE FOR PEOPLE WHO COULD TEACH IN ELEMENTARY OR SECONDARY SCHOOL, WHO COULD TUTOR ON ELEMENTARY, SECONDARY, AND ADULT…

The Follow Through Expansion Program involved 46 schools in all eight districts of Philadelphia, Pa. The program was instituted at the kindergarten level in March, 1975. Five model options were proposed for implementation on the basis of previous evaluation findings regarding the original Follow Through Program in Philadelphia. Of these, four were…

The purpose of the study was to determine the effectiveness of a "packaged" language development program, on the general cognitive, intellectual, and language development of preschool children. A selected basic language program (Buchanan Language Readiness Program) and supplementary materials (other language programs), were used to…

To clarify the New Jersey State Department of Education's compensatory education requirements, the Instruction Committee of the New Jersey Education Association (NJEA) submitted a list of 12 questions to the Department's Office of Compensatory Education. This article contains the Department's answers to 7 questions and the Instruction Committee's…

This study obtained data to compare the progress of low income Follow Through pupils with full-year Head Start pupils attending regular kindergarten classes. Five groups of children were compared according to class characteristics, parent participation, teacher interviews, and parent interviews. All groups were administered the Metropolitan…

Contents of this evaluation of ESEA Title 1 programs for the District of Columbia, 1966 and 1967, include: development of a statistical model for the evaluation; programs and procedures; patterns of program participation; data-gathering instruments developed for analysis of Title 1 Programs; relationship of program participation to pupil…

The Title I Great Cities Training Programs were desiqned to provide school paraprofessional personnel in Detroit, Michigan, with the knowledge, skills and techniques that will lead to higher levels of achievement among the Title I target student population. This evaluation report provides a description of program structure, training curricula, and…

For each of 4 years varying numbers (from 45 to 750) of 3- to 5-year-old children, mostly Mexican-American, Spanish speaking, participated in a program aimed at language development. Classes met 3 hours daily, five times a week, in small discussion-and-activity groups that included five children and one adult. The Peabody Picture Vocabulary Test…

In 1976-77 a total of 5,917 students participated in Title I programs in the State of Alaska. Program emphasis continued to be on supplementary instruction in the basic skills from the preschool through the elementary and secondary levels. The most obvious trend in the Title I programs and their greatest strength over the past several years is…

A summer program designed for sixth, seventh, and eighth graders recommended as needing remediation or repetition met for three consecutive 90-minute sessions daily for 5 weeks. Regular school personnel staffed the 11 New York City schools designated as Summer Institutes and were assisted by guidance counselors and educational aides. Small…

This book explains the purpose and value of the Head Start program and its potential for changing children, families and communities. Part I is concerned with the administrative problems of personnel, transportation, and parent communication. Part II suggests administrative improvements to enhance the operation of the program and at the same time…

This evaluation attempts to measure the extent and effectiveness of the 1971 Newark ESEA Title I program that extended the regular school year reading program into the summer months for 19,391 pupils in grades K-12. The instructional activities encompassed remedial and developmental reading, development of language arts skills, and implementation…

The School Volunteers Program functions to facilitate the recruitment and placement of volunteers in several Title I designated schools, and is funded under Title I, E.S.E.A. While the services provided by the volunteers may on occasion include non-instruction related duties, the principal role performed by the volunteer is that of a tutor. Thus,…

A differentiated staffing model involving the use of adult educational assistants to work with the kindergarten teacher and children within the classroom was utilized as the experimental concept for an Early Childhood project funded under Title I of the 1965 Elementary Secondary Education Act in the 1970-71 school year. The primary purpose of the…