ERIC Number: ED109276
Record Type: Non-Journal
Publication Date: 1975-May
Reference Count: N/A
Compensatory Education and Early Adolescence: Reviewing Our National Strategy. Research Report.
Larson, Meredith A.; Dittmann, Freya E.
The stated purpose of this report is to locate the scattered pieces of information concerning adolescence and compensatory education in order to assess whether these pieces form any coherent pattern, and determine the possible implications of any such pattern for federal policy in education. Four principal sources of information were available for this study: the literature on educational and psychological research, annual state level reports of Elementary Secondary Education Act Title 1 programs, scores from the annual California state testing program, and observations of operating projects. The findings of this report include the following: The present Federal strategy, it is held, is built on the expectation that treatment in preschool and primary grades makes unnecessary special attention in later years. However, this is not the case. For a variety of reasons, many youngsters either do not attend or do not benefit from early programs. Even those who do well in early programs frequently regress to previous levels by the time they enter junior high school. Moreover adolescents--and in particular the disadvantaged--have special learning needs that cannot be met by early interventions. A new strategy, it is argued, is clearly required which will give greater attention to providing age-appropriate education throughout the school career of the disadvantaged students. (Author/JM)
Descriptors: Adolescents, Cognitive Development, Compensatory Education, Disadvantaged Youth, Early Childhood Education, Educational Needs, Educational Policy, Federal Government, Federal Programs, Intervention, Program Evaluation, Reading Achievement, Research Reviews (Publications), School Role
Publications & Distribution Building 1, E105, Stanford Research Institute, Menlo Park, California ($2.75, paper)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of the Assistant Secretary for Education (DHEW), Washington, DC.
Authoring Institution: Stanford Research Inst., Menlo Park, CA. Educational Policy Research Center.
Identifiers - Location: California