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ERIC Number: ED073216
Record Type: Non-Journal
Publication Date: 1971-Dec-30
Pages: 165
Abstractor: N/A
Reference Count: N/A
The Effects of Title I, ESEA: An Exploratory Study.
McLaughlin, Milbrey; And Others
This review of projects, funded by Title I of the 1965 Elementary and Secondary Education Act, has sought to identify the compensatory strategies which appear most effective in meeting the needs of "educationally disadvantaged" youngsters. The project was undertaken in July 1970, as one element in the research conducted by the Title I Task Force, appointed by H.E.W. Secretary Finch. This final report consists of papers focusing on two issues. The first paper explores the notion that structured, teacher directed primary grade language programs will be more successful in raising achievement scores than generalized enrichment programs. The hypothesis was investigated by a comparative review of the evaluations submitted to the Center for Educational Policy Research and by field visits. The second paper reviews the effectiveness of parent involvement in compensatory education. The paper tries to systematically investigate an area about which there are many opinions but little coherent data. It identifies those models of parent involvement which have been most effective in reaching parents and sustaining their participation as well as those which seem to be most effective in affecting achievement. Survey and other research evidence concerning the effects of parent involvement on student achievement are reviewed. [Parts of this document, including some tables, are poor in legibility.] (Author/JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC. Div. of Compensatory Education.
Authoring Institution: Harvard Univ., Cambridge, MA. Center for Educational Policy Research.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I