Programs and Practices in Compensatory Education for Disadvantaged Children

In late 1967, Project Follow Through was reorganized to select, test, and evaluate promising but different educational programs for disadvantaged youngsters in the first three grades. Now, nearly ten years later, the completed evaluations of Follow Through suggest that one of these programs, the University of Oregon's Direct Instruction Model, has produced significant gains in measures of positive affect, basic skills, and conceptual reasoning. In this article, Wesley Becker discusses the distinctive features of this model—its underlying assumptions and basic teaching components. He then explores the implications of teaching reading and language skills to economically disadvantaged children and advocates that immediate steps be taken to teach vocabulary systematically throughout the school years. Viewing this goal as essential for compensatory education, he concludes with an analysis of how vocabulary instruction might best be implemented.

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Disadvantaged Children: Health, Nutrition, and School Failure. By Herbert G. Birch, MD, and Joan Dye Gussow. New York: Grune & Stratton, 1970. 340 pp. $7.50 and Disadvantaged Child, Volume 3, Compensatory Education: A National Debate. Edited by Jerome Hellmuth. New York: Brunner/Mazel, 1970. 474 pp. $12.50

Social Work ◽

10.1093/sw/17.2.122 ◽

1972 ◽

Keyword(s):

New York ◽

School Failure ◽

Compensatory Education ◽

Disadvantaged Child ◽

Disadvantaged Children ◽

National Debate ◽

Children Health

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Continuity of Educational Environments

The Aboriginal Child at School ◽

10.1017/s1326011100601126 ◽

1975 ◽

Vol 3 (3) ◽

pp. 10-16

Author(s):

R. Z. Swaab

Keyword(s):

Action Research ◽

Primary Education ◽

Full Text ◽

Economically Disadvantaged ◽

Compensatory Education ◽

Council Of Europe ◽

Discussion Paper ◽

Disadvantaged Children ◽

Educational Environments

These extracts are from a discussion paper by Mr. Swaab, under the same title, presented at the Council of Europe sponsored Workshop on Action Research Concerning Compensatory Education for Socio-Economically Disadvantaged Children with Particular Regard to Preschool and Primary Education in Strasbourg, France, 7-11 October 1974. The full text will be published in the Proceedings of the Workshop later this year.

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Compensatory Education for Disadvantaged Children

The School Review ◽

10.1086/443468 ◽

1979 ◽

Vol 87 (2) ◽

pp. 171-189 ◽

Cited By ~ 30

Author(s):

Craig T. Ramey ◽

Frances A. Campbell

Keyword(s):

Compensatory Education ◽

Disadvantaged Children

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The Continuing Evolution of a Federal Role in Compensatory Education

Educational Evaluation and Policy Analysis ◽

10.3102/01623737013004328 ◽

1991 ◽

Vol 13 (4) ◽

pp. 328-334 ◽

Cited By ~ 9

Author(s):

Mary Jean LeTendre

Keyword(s):

Low Income ◽

Program Improvement ◽

Compensatory Education ◽

Educational Services ◽

Educationally Disadvantaged ◽

Disadvantaged Children ◽

High Achieving Students ◽

The Future ◽

High Achieving

Chapter 1 is now in its 26th year of providing supplementary educational services to low-achieving children who live in low-income neighborhoods. The program has shown positive but not significant gains in the achievement of educationally disadvantaged children. In 1988, Congress reauthorized Chapter 1 with the mandate to the nation’s schools to close the gap between low- and high-achieving students, stressing accountability for performance, program improvement, and flexibility to produce results. Chapter 1 faces reauthorization again in 1993. The author provides perspectives on a number of issues that should be considered in the coming dialogue on the future of Chapter 1.

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