Approximately 1.3 million public school students in the United States were identified as experiencing some form of homelessness in 2019-20. Due to their unstable living situations, students experiencing homelessness often have additional educational, social, emotional, and material needs compared to their stably housed peers. Housing instability…

As numerous studies from 1906 on have confirmed, children lose ground in learning if they lack opportunities for building skills over the summer. Nonetheless, summer learning loss comes up but rarely in the national discussion of education reform. By the end of summer, students perform on average one month behind where they left off in the spring.…

The educational achievement and attainment of young people in the United States has been a long-standing issue of concern. While analyses of long-term trend data from the National Assessment of Educational Progress (NAEP) show that students in the United States have made gains in reading and mathematics over the past few decades, a sizeable…

The Every Student Succeeds Act (ESSA) provides an opportunity for states and local education agencies (LEAs) to rethink the goals and policies that they have in place for public education. Under the new law, education leaders have greater flexibility to define student success and to design their own systems and programs to ensure educational…

2010 was a pioneering year for Massachusetts public schools. State leaders recognized that while the Commonwealth leads the nation in student achievement on national measures such as NAEP (National Assessment of Educational Progress), more needed to be done to close the persistent achievement gaps between our wealthy and poor students. Combining a…

Basic features of a method of connection-making training, developed by Gordon and Poze, can provide a compact method of connection-making in varying mental age levels. Based on the premise that simple connection-making is innate and available to stimulation in children of the primary and kindergarten grade ages, this method was used on a target…

During the 1980-1981 school year, the Medford, Massachusetts, Elementary and Secondary Education Act Title I program, Project LEAP, provided services in reading and language skills to approximately 400 students in grades kindergarten through six. Additional program components included instruction in perceptual/motor skills, career awareness (for…

This report evaluates Moving Ahead, an ESEA Title I project conducted in and by the Salem Public Schools (Massachusetts) from July 6 through August 14, 1970. The project focused on seven activity areas: modern mathematics and language arts curricula, psychological services, perceptual motor training, physical education, creativity, speech, and…

Two final reports, winter 1968-1969 and summer 1969, respectively describe the sixth and seventh sessions of the Cambridge School Department's After School Center Program and involving six elementary schools. Both the winter and the summer programs were designed to give disadvantaged children remedial instruction in reading and mathematics along…

This report describes the evaluation of the 1973-1974 Distar I and Distar II programs, which were used as Title I programs for first and second graders. Distar I was used with two first grade classes; Distar II was used with two second grade classes. Children who had completed two years of Distar instruction received traditional instruction in…