The States’ Role in Improving Compensatory Education: Analysis of Current Trends and Suggestions for the Future

1991 ◽  
Vol 13 (4) ◽  
pp. 339-344 ◽  
Author(s):  
Virginia R. L. Plunkett
Keyword(s):  
Secondary Education ◽  
Title I ◽  
Program Improvement ◽  
Compensatory Education ◽  
New Era ◽  
Elementary And Secondary Education ◽  
Current Trends ◽  
The Future ◽  
Education Act

The passage of Title I of the Elementary and Secondary Education Act in 1965 set the stage for a new era of state leadership in improving compensatory education. This article traces the development of state leadership in implementing the Title I/Chapter 1 program quality mandate up to 1988, when Congress added procedural and accountability requirements to make “program improvement” the centerpiece of the new legislation. It continues by describing the challenges now facing the states in implementing the program improvement process and how they are being met, and it concludes with suggestions for the future.

The Handicapped Benefit under Compensatory Education Programs

1968 ◽  
Vol 34 (8) ◽  
pp. 603-606 ◽  
Author(s):  
Romaine P. Mackie
Keyword(s):  
Special Education ◽  
Secondary Education ◽  
General Education ◽  
Title I ◽  
Compensatory Education ◽  
Education Programs ◽  
Handicapped Children ◽  
Elementary And Secondary Education ◽  
Environmental Deprivation ◽  
Education Act

In addition to a brief report on benefits to handicapped children under Title I of the Elementary and Secondary Education Act of 1965, this paper raises two major questions: (a) How will special education relate itself to new and diversified programs emerging in general education, such as Compensatory Education? and (b) Are substantial numbers of children not truly handicapped in capacity, but simply functioning as handicapped due to environmental deprivation?

The Federal Role in Educational Research

1982 ◽  
Vol 52 (4) ◽  
pp. 539-539
Author(s):  
P. Michael Timpane
Keyword(s):  
Title I ◽  
Educational Research ◽  
Program Improvement ◽  
Common Element ◽  
Elementary And Secondary Education ◽  
Professional Educators ◽  
History Of ◽  
Education Act ◽  
Research And Education ◽  
The Relationship

Michael Timpane maintains that a continued federal role in educational research is both necessary and appropriate, and yet has not received sufficient support from professional educators. He traces the history of the relationship between the federal government and the research community, culminating in the development of the National Institute of Education (ΝΙΕ). He further delineates the areas of education in which he believes research has made important contributions, attributing many of these gains to improvements in research methodology. In response, Gordon Ambach concurs with the need for continued federal involvement in educational research and for increased professional support of such endeavors, but adds that ΝΙΕ should not be the sole provider of such research; educators can gain important knowledge from business and industry as well as from research generated at the federal and state levels. Sheldon White discusses the varied views of the relationship between research and education and suggests that they share a common element—concern with a reflective practice. Richard Light reviews the accomplishments of federally initiated educational research by presenting the findings from three programs—Title I of the Elementary and Secondary Education Act,the Emergency School Aid Act, and Public Law 94–142—to illustrate how candid reporting of research results can lead to program improvement.

Sign in / Sign up

Export Citation Format

Share Document