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ED299352.Pdf DOCUMENT RESUME ED 299 352 UD 026 406 AUTHOR Cotton, Kathleen J.; And Others TITLE Effective Compensatory Education Sourcebook. Volume IV: Project Profiles. INSTITUTION Northwest Regional Educational Lab., Portland, Oreg. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 88 CONTRACT 300-85-0198 NOTE 176p.; For volumes I, II, and III, see ED 276 787-788 and ED 289 957. PUB TYPE Reference Materials Directories/Catalogs (132) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Administrator Role; Basic Skills; *Compensatory Education; *Demonstration Programs; Directories; *Educationally Disadvantaged; Elementary Secondary Education; Federal Programs; *Instructional Effectiveness; *Program Effectiveness; *School Effectiveness; Teacher Effectiveness IDENTIFIERS Education Consolidation Improvement Act Chapter 1 ABSTRACT This directory is a compendium of 108 outstanding Education Consolidation Improvement Act Chapter 1 compensatory education projects selected for recognition by the United States Department of Education in 1987. It is the fourth volume in the "Effective Compensatory Education Sourcebook" series. Voluma i consists of a review of the literature on effective schooling practices for the disadvantaged. Volume 2 profiles outstanding programs reviewed in 1985. Volume 3 profiles outstanding programs reviewed in 1986. Programs are accepted for review through a self-nomination process and judged on the basis of 13 program attributes and four achievement indicators derived from the school improvement literature. Common characteristics of the programs profiled here include the following: (1) appropriate instructional materials, methods, and approaches; (2) coordination with the regular school program and other special programs; (3) parent and community involvement; and (4) strong leadership. Each profile includes the following: (1) district name; (2) headline c,pturing the essence of the project; (3) abbreviated versions of the three salient attributes; (4) narrative describing program implementation; (5) Profile Chart listing basic project information; and (6) name of a contact person. A profile index is included on a separate chart. The appendices include the following: (1) projects nominated for recognition, 1985-86; (2) profile index to selected projects, 1985-86; (3) projects selected for recognition, 1984-85; and (4) projects selected for recognition, 1983-84. (FMW) **x*********************************************************m********** x Reproductions supplied by EDRS are the best that can be made x from the original document. X XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX -,29 -sz u. Effective Compensatory Education Sourcebook U.S. OchARTMENT OF EDUCATION Office of Ec.,..abonal Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER 'ERIC) BEST COPY AVAILABLE This document has been reproduced as received ,om the person or organization Originating it O Minor changes have been made to improve reproduction quality O U.S. DEPARTMENT OF EDUCATION Roirits of view or opinions stated in thiS deep. merit do not necessarily represent official 2 OERI position or policy. ) Effective Compensatory Education Sourcebook Volume IV: Project Profiles Prepared by Kathleen J. Cotton Margaret Miller Griswold Gary D. Estes Northwest Regional Educational Laboratory with contributions from William J. Bennett, Secretary of Education; Beryl Dorsett, Assistant Secretary for Elementary and Secondary Education; and Mary Jean LeTendre, Director of Compensatory Education Programs, U.S. Department of Education Acknowledgments We would like to thank our colleagues Steve Murray, Marjorie Wolfe, Donna Dreis, Jennifer Salmon, Sharon Lippert, Caroline Harsha, Edith Gross and Carolyn Buan of the Northwest Regional Educational Laboratory and our former colleague, Dorothy Alexander, for their assistance in preparing this volume. 1111,.. UNITED STATES DEPARTMENT OF EDUCATION THE SECRETARY The success of many schools in disadvantaged neighborhoods is proof that good education is possible for all of our children. Chapter 1 of the Education Consolidation and Improvement Act of 1981 represents the major Federal effort to provide the chance for disadvantaged children to achieve the educational success that will give then access to the full measure of opportunities offered by our great Nation. The Chapter 1 program embodies the philosophy that if we focus on success, we shall get success. Our tasks are to identify the success stories, to publicize them, to encourage replication of them, and to fashion public policies that foster, encourage, and reward success. In keeping with these tasks, this volume is a ccmpendium of profiles of 108 outstanding Chapter 1 projects selected for recognition by the Department of Education in 1987.This is the fourth volume of the Effective Compensatory Education Sourcebook. The series is the product of our effort to identify and disseminate practices that foster in disadvantaged children the ability and motivation to climb the ladder of educational opportunity. The successes of the projects described herein rise above the general pattern of hopelessness so often found in poor communities. We do not, however, think of these achievements as exceptions but, rather, as clear demonstrations of a rule: that good education is possible for all of our children, and that disadvantaged youth can achieve when we have high expectations of then. I am oonfident that the information presented in this volume will stimulate the desire, interest, and leadership to adopt educational practices that will greatly improve the achievement of our Nation's disadvantaged children. */- ma 4-ffermett 41,11MARYLAND A VE SW WASHINGTON DC 20291 If UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF THE ASSISTANT SECRETARY FOR ELEMENTARY AND ShCONDARY EDUCATION We have made important strides in the education of disadvantaged children and we can be rightfully proud of the outstanding Chapter 1 projects that are profiled in Volume IV of the Effective Compensatory Education Sourcebook. These projects represent what educational tools work for children who attend schools in high poverty areas. More importantly, they are proof that our disadvantaged young people can indeed learn.Poverty does not have to result in failure in school. These projects demonstrate that every child can be educated. Why are these projects successful? It is because they have an underlying philosophy that all children can learn. They are conducted in schools where the principal is a strong educational leader who expects teachers and children alike to be accountable for what happens in the classroom.They are implemented by motivated and dedicated teachers Who have high educational expectations of their children. And their children live up to those expectations. Our goal is to bring disadvantaged children into the mainstream of the educational reform movement in this country.The excellence represented in these projects gives us confidence that we can reach that goal. Beryl Dorsett Assistant Secretary 400 MARYLAND AVE S W WASHINGTON. DC 20202 UNITED STATES DEPARTMENT OF EDUCATION WASHINGTON, DC 20201 Volume IV of the Effective Carpensatory Education Sourcebodk brings to 354 the total number of outstanding canpensatory education projects that have been nationally recognized under the Secretary's Initiative to Improve the Education of Disadvantaged Children. The projects in this Sourcebook were deemed to be Lnusually effective when measured again-A 13 program attributes that researchers have consistently found present in effective classrooms and schools. The fact that coordination with the regular instructional program is one of the attributes ofsuccess frequently cited in the project profiles reinforces our conviction thatwe must demand no less from our disadvantaged youngsters than we do from their advantaged peers. The practitioners who have implemented the projects described in this SourceboOk have accepted the challenge inherent in this conviction. They have demonstrated their belief in and commitment to the goal that underlie:: Chapter 1 to provide equal educational opportunity to all American children. Now in its third decade, Chapter 1 highlights our determination to focusa significant portion of our Nation's human resources to help disadvantaged children and, in particular, children who reside in high povertyareas. I salute all the dedicated Chapter 1 staffs throughout the country. I connend Volume IV of the SourceboOk and its predecessors to their serious attention in their efforts to improve performance and achieve greatersuccess in the education of disadvantaged children. Maryae endre Director Compensatory Education Programs Table of Contents Introduction 9 Development of Profiles of the Recognized Projects 11 Explanation of the Profiles 12 Overview of National Identification Program Projects 13 Summary 17 Organization of Volume IV 18 National Identification Program Projects 19 Appendices: A. Projects Nominated/Selected for Recognition, 1985-86 129 B: Profile Index to Selected Projects, 1985-86 139 C: Projects Selected for Recognition, 1984-85 145 D: Projects Selected for Recognition, 1983-84 157 8 Introduction introduction In the spring of 1985, the U.S. Department of Education began designating certain Chapter 1 projects worthy of special recognition. The selectionof these projects is the culmination of a national initiativeto identify Chapter 1 projects that have been unusually successful in meeting the special needs of disadvan- taged students.
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