The purpose of Title I, Part A of the Elementary and Secondary Education Act (ESEA; 20 U.S.C. § 6301 et seq.) is to provide all children with a fair, equitable, and high-quality education, and to close educational achievement gaps. Title I, Part A is designed to meet the educational needs of low-achieving children in schools with the highest…

Given the number of young children experiencing homelessness and its devastating impacts on development, preschool programs play a critical role in meeting these children's need for quality early care and education; yet, most young homeless children do not receive early childhood services. Many barriers limit access to early childhood programs for…

Over the past two decades, community organizing has emerged as an effective force for school improvement. In the context of shrinking education funding, stubborn opportunity and achievement gaps between low-income and wealthy children and between children of color and White children, and polarizing debate on school reform, community organizing…

More and more legislatures are introducing program consolidation to assist districts anxious to increase flexibility and reduce fragmentation among categorical programs. To assess this strategy, findings related to efforts to achieve greater flexibility and consolidation of resources across special education, Title I, and programs for…

A growing body of research has documented the detrimental effects of changing schools on students' academic performance. One role of the federal Migrant Education Program is to implement strategies to redress migrant students' educational disruption. This report examines various approaches used to promote continuity of instructional service for…

Students participating in special programs funded under Title I of the Elementary and Secondary Education Act may experience a fragmented and disjointed instructional program. Case studies of ten schools in New York City were conducted to identify the ways in which special programs were coordinated with classroom instruction. Summaries of the case…

This is a 1980-81 evaluation report on Learning to Read Through the Arts (L.T.R.T.A.), a Title I Children's Program in place in the New York City Public Schools. The program, which offered intensive individualized reading instruction through the integration of a total arts program with a total reading program, served elementary school children,…

In the course of a national survey of schools funded under Chapter 1 of the Education Consolidation and Improvement Act, other studies and data were reviewed to determine what was already known about compensatory education. This literature review covers several types of studies on the nature of Title I/Chapter 1 instructional services, staff, and…

This paper argues that present service delivery models for Chapter 1 students have questionable effectiveness and calls for collaborative consultation between teachers of Chapter 1 and regular programs to better serve this population of at-risk students. This system change requires defining collaborative consultation, developing a collaborative…