Head Start has long focused on assessing and improving program quality to ensure that the children served receive the best possible preparation for school and life. Most research has been focused inside the classroom--the classroom environment, teacher qualifications, and teacher interactions. Of course, the classroom is important because that is…

This brief is designed for local staff of the Department of Veterans Affairs (VA), state McKinney-Vento coordinators and school district McKinney-Vento liaisons, educators, and other providers of services to active members of the military and veterans, and their children. It provides basic information to assist homeless children of veterans or…

Child care teachers and staff are important influences on preschoolers' nutrition and physical activity habits, and their views may be influenced by education level, years of field experience, and program involvement. For the 360 participants surveyed, responses on 5 of 18 survey items significantly differed by education level (e.g., less…

Authentic assessment is a growing alternative to conventional testing. This research-to-practice article describes a framework for implementing authentic assessment. The R-E-A-L framework shows how roles, equipment, assessment tools, and location can be incorporated into early childhood practices.

What school administrators should know about new Federal guidelines on spending Title I money. Covers the extent of parent participation, publicizing the programs, attaining comparability, teacher bonuses, selecting target schools, assessing children's needs, evaluation, and pitfalls to avoid. (Author)

This manual describes the special services program for disadvantaged students in higher education, ways in which individual projects can be implemented, and the procedures for making application to participate. The program, which was authorized under the Higher Education Amendments of 1968, is designed to increase the number of disadvantaged and…

The original requirement for evaluation in Title I of the Elementary and Secondary Education Act of 1965 was unprecedented. However, the wording and intent of the requirement was purposely left vague because of the conflict between the schoolman's concern over federal interference and Congress' demands for feedback that could lead to efficient…

Chapter 1 is the largest federal education program in existence. It provides extra services to help low-achieving students and is targeted primarily at areas where low-income families reside. Parent involvement in designing and implementing the program is an essential part of Chapter 1. However, the parent involvement component is often not as…

To help subscribers better understand the federal budget, the editorial staff of "Report on Preschool Programs" has prepared this special analysis of the fiscal 1985 budget. The first section presents an overview of President Reagan's fiscal 1985 budget request and reports congressional reactions. Information focuses on the Social…

This packet is designed to provide the basic tools for lawyers who may wish to bring suit in Federal court to compel the expenditure of Title I funds in a lawful manner. It covers (1) some general information on Title I purposes and procedures, (2) the requirements for information gathering and analysis, (3) a sample complaint, (4) a memorandum on…

PRESENTED ARE GUIDELINES FOR THE EVALUATION OF PROGRAMS FUNDED IN THE PENNSYLVANIA SCHOOLS UNDER TITLE I OF THE ELEMENTARY AND SECONDARY EDUCATION ACT. SPECIFICALLY DISCUSSED ARE GUIDELINES FOR THE LOCAL EDUCATIONAL AGENCIES TO USE IN REPORTING THE MEASURING INSTRUMENTS AND EVALUATION TECHNIQUES USED IN THE EVALUATIONS AND THE ADMINISTRATIVE…

This document reviews the range of findings contained in 10 recently commissioned reports on how Chapter 1 programs are implemented and how successful they are in increasing the achievement of disadvantaged students. Although the conclusions of the reports are not the same, there are some developing consensuses. Findings are discussed in the…

Published in 1965, these guidelines outline the requirements for the fiscal and general administration of Title I projects, for project design and evaluation, and for reporting project activities. Exhibits of forms for reporting activities and administrative procedures at the state and local levels are included. (LB)

The publication outlines procedures to insure youth involvement in planning, operating, monitoring, and evaluating Youth Development Programs (YDPs) which provide educational, employment, leadership, and other experiences for disadvantaged youth. The programs are funded by the Office of Economic Opportunity through local Community Action Agencies…

The publication outlines the role of the Youth Development Program (YDP) director, a position which requires a positive relationship with the Community Action Agency (CAA) executive (through which the YDP is funded) and with the Youth Council in order to develop an effective program. The first of four sections of the guide describes the nature of…