Congress's role in defining and promoting equality of educational opportunity has evolved over the past 55 years since "Brown v. Board of Education." Most recently, all three branches of the federal government have focused more on equality of educational opportunity for "individual" students rather than for protected classes.…

This paper deals with the Community Legal Services law suit and the role played by a large city office of research and evaluation in bringing about its resolution. This law suit was waged on behalf of the Welfare Rights organization against the State Department of Education and, most directly upon the recipient of state-managed Title I funds, a…

How can Title I evaluations be improved so that they are more likely to increase the impact of evaluation data on informed actions within the schools? An examination of evaluation practice leads to the conclusion that most LEA practitioners view Title I evaluation as externally imposed and primarily designed to serve state and federal needs. A…

This report focuses on the results of approximately twenty central studies of compensatory education completed before 1977 and presents the major results of those studies as they relate to important policy questions for Title I of the Elementary and Secondary Education Act. The results are presented first as they relate to the major tasks of Title…

Although the evaluation of Elementary and Secondary Education Act Title I programs was mandated with its passage in 1965, the emphasis on evaluation increased in 1974 with the incorporation of Section 151. That section was redesignated in 1978 as Section 183. Section 183 included the directive that evaluations be conducted every third year, to…

A university-school collaboration can effect change if teachers are given supportive environments and opportunities for frequent reflection and sharing of ideas on the teaching and learning of reading and writing. (Author/TE)

This is the first report of research results in the study of Title I intra-district allocation mandated by Congress in the Education Amendments of 1974. It has two major parts. The first describes in detail the changes in allocation policy planned by the 13 participating Local Education Agencies (LEAs). The second part describes the research plan…

The general goal of this curriculum laboratory, funded under Title I, E.S.E.A., is to be a place where teachers and others can assume an active, personal role in a process of continuous educational development and change in relation to specific instructional problems with which they are dealing. It offers three types of services: information…

Reviews the requirements of the revised Title I for parent and community involvement in schools, especially the requirement for school-parent contracts, and summarizes research on the effects of school-family partnerships on students, teachers, and parents. Two major programs for building such partnerships are described. (SLD)

Comprehensive school reform focuses on making coherent schoolwide improvements that affect virtually all aspects of a school's operation, rather than using a piecemeal, fragmented approach to reform. The Comprehensive School Reform Demonstration (CSRD) program aims to raise student achievement by helping public schools across the country implement…

A detailed and critical analysis of the evaluation of the Follow Through program is presented. The history, critical decisions, and politics of the evaluation are examined. (JKS)

In October 2003, the US Department of Education contracted with Abt Associates to design and conduct the Reading First Implementation Evaluation. This report focuses on the following questions: (1) How is the Reading First program implemented in districts and schools? and (2) How does reading instruction differ in Reading First schools and…