The U.S. Department of Education makes a considerable investment in math and science education each year. This document discusses the Eisenhower Mathematics and Science Education Program, the largest of the Department of Education's programs dedicated to math and science. This program includes: (1) The National Program (funding nearly $16 million…

This report offers an evaluation of the Hawaii Chapter 1 Program for school years 1985-86 and 1986-87. The reading and mathematics programs served 14,158 students in 1985-86 and 14,280 in 1986-87. Data regarding reading indicated that mean normal curve equivalent (NCE) gains greater than zero were found in all districts and grade levels for both…

In 1967-68, the San Jose Unified District, in cooperation with the Education Division of the Lockheed Missiles and Space Co., implemented a special program for disadvantaged, underachieving, eighth-grade students. The primary objective of the program was to improve the motivation and achievement of disadvantaged students by providing special…

This report provides a statewide summary and evaluation of the first year of operation of the early childhood education program funded by the State of California. Approximately 800 school districts throughout the state provided early childhood education programs for 172,073 pupils in K-3 (14 percent of statewide enrollment). Master plans,…

This report summarizes the 1992-93 State Performance Reports for the Chapter 1 Local Education Agency (LEA) program and the Chapter 1 State Agency Neglected or Delinquent Program. The Neglected or Delinquent Program serves youth in state-operated correctional facilities and in facilities for neglected youth. Chapter 1 participation has steadily…

In 1983, the California Legislature authorized and funded 15 Teacher Education and Computer Centers (TECCs) to provide staff development services to teachers and administrators. Incorporating earlier staff development programs into a single statewide system, TECCs provide: (1) computer technology instruction, including classroom applications; (2)…

In an attempt to explore alternatives to the use of standardized tests, the Maryland Alternative Accountability Pilot Project (MAAPP) was launched to allow each participating school to design and implement an accountability plan which would satisfy the requirements of the Maryland Educational Accountability Act. The MAAPP was evaluated using data…

California's demonstration programs in reading and mathematics are the State's only educational programs whose funds are used exclusively to serve low-achieving students from disadvantaged areas at the junior high-middle school level. The purpose of the programs is threefold: to establish exemplary programs in reading and mathematics instruction…

At this conference on educational assessment, there was consensus among participants on the importance of the use of assessment to improve instruction, enhance the curriculum, and allow policy makers to measure achievement. There was less consensus about the best forms of assessment to use. The following conference papers are provided in this…

The purpose of this bulletin is to help teachers, supervisors, administrators, and other educators improve the quality of reading done by junior high school pupils. Interest in ways to teach developmental and remedial reading in the junior high school is nationwide. Junior high school principals and teachers of various subjects are particularly…

This interim report, the first of three requested by Congress from NIE, is in response to Congress' instructions to NIE via the 1974 ESEA amendments to (1) conduct a study of compensatory education programs which would examine the fundamental purposes and effectiveness of the programs, (2) analyze ways of identifying children in greatest need of…

In 1981-82 there were 58 districts in Kentucky which provided programs and services for 6,364 migratory children. Of that total, currently migratory (interstate) accounted for 13%, currently migratory (intrastate) accounted for 19%, and formerly migratory accounted for 68%. Approximately 81% of the students were in grades pre-kindergarten through…

This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II [see ED499018] presents a report on follow-up findings…

This issue brief, based on a meeting of a group of distinguished researchers, educators, and policymakers convened by the National Center for Children in Poverty (NCCP) explores lessons from research and practice about the role of an intentional curriculum and professional development and supports for teachers in closing the achievement gap for…

The Guam Education Policy Board initially adopted the Guam Public School System District Action Plan in May 2003. The DAP established the direction and details for improving academic performance in reading, math, and language arts by using the provisions of the No Child Left Behind Act as a framework. The adopted DAP was also used as a basis for…