A Description of Compensatory Services in High-Poverty Schools. Sustaining Effects Study Technical Report No. 18.

Autor/inn/en	Poyner, Lee H.; und weitere
Institution	System Development Corp., Santa Monica, CA.
Titel	A Description of Compensatory Services in High-Poverty Schools. Sustaining Effects Study Technical Report No. 18.
Quelle	(1981), (149 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Elementary Education; Eligibility; Poverty; Program Attitudes; Program Descriptions; Program Design; Program Effectiveness; School Health Services; Socioeconomic Influences + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Elementarunterricht; Eignung; Armut; Programme design; Programmaufbau; Programmplanung; Schuleingangsuntersuchung; Sozioökonomischer Faktor
Abstract	This report describes compensatory education (CE) programs and compares their classroom activities with those of regular instruction programs. This report is part of an extensive series of studies on CE and its long-term effects. Data were collected through interviews, structured observations, and the generation of narrative protocols based on semi-structured observation in 55 high poverty schools. Great variations were found among the different programs studied but the following general characteristics were noted: (1) Title I was the primary sponsor of compensatory services; (2) student eligibility was based on standard achievement tests and teacher judgments; (3) total amount of time students received services varied widely from school to school; (4) follow-up monitoring of students receiving compensatory services was not found in schools; (5) CE students received more reading and mathematics instruction than did other students but less regular instruction; and (6) 56% of the schools provided health services and 80% provided some compensatory nutrituon services. In general it was found that principals were well-satisfied with the effectiveness of the CE programs, students had positive attitudes toward the programs, teachers had mixed attitudes, and there was little evidence of stigmatization of program participating students. Appendixes consist of supplementary papers describing actual CE settings, lessons, and classrooms and providing examples of contrasting classroom management techniques. (CG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC