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Compensatory Education for the Disadvantaged, Programs and Practices -Preschool Through College

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Compensatory Education for the Disadvantaged, Programs and Practices -Preschool Through College REPOR TRESUMES ED 011 271 UD 002 177 COMPENSATORY EDUCATION FOR THE DISADVANTAGED, PROGRAMS AND PRACTICES -PRESCHOOL THROUGH COLLEGE. By- GORDON, EDMUND W. WILKERSON, DOXEY A. COLLEGE ENTRANCE EXAMINATION BOARD, NEW YORK, N.Y. PUB DATE 66 EDRS PRICE MF-$O.45 HC-$12.36 309F. DESCRIPTORS- *COMPENSATORY EDUCATION PROGRAMS, SOCIALLY DISADVANTAGED, EVALUATION, INNOVATION, PERSONNEL POLICY, EXTENDED' SCHOOL DAY, PARENT PARTICIPATION, COMMUNITY INVOLVEMENT, COLLEGES, UNIVERSITIES, ELEMENTARY GRADES, HIGH SCHOOLS, NEW YORK CITY THE DISADVANTAGED POPULATION IS IDENTIFIED AND SPECIFIC COMPENSATORY EDUCATION PROGRAMS ARE DESCRIBED IN THIS COMPENDIUM, ANALYSIS, AND CRITICAL EVALUATION OF COMPENSATORY EDUCATION INTHE UNITED STATES. SUBJECTS SPECIFICALLY ) DISCUSSED ARE--(1) THE STATUS OF COMPENSATORY EDUCATION, (2) INNOVATIONS IN SCHOOL PROGRAMS AND STAFFING PATTERNS, (3) EXTENDED SCHOOL SERVICES,(4) PARENT AND COMMUNITY INVOLVEMENT, AND (5) COMPENSATORY PRACTICES IN COLLEGES AND UNIVERSITIES. A CRITIQUE OF COMPENSATORY EDUCATION EXAMINES THE PROBLEMS IN EVALUATING FROGRAMS, ASSESSES MAJOR DEVELOPMF:TS, AND OFFERS SOME PROMISING GUIDELINES FOR CONDUCTING THESE PROGRAMS. A 101-FAGE 'DIRECTORY OF COMPENSATORY PRACTICES, ":!PRANGED BY STATE, OUTLINES EAST AND PRESENT FROGRAMS GIVING SPECIFIC LOCATIONS, DATES, DESCRIPTION, COST-PER-PUPIL, SPONSORING GROUPS, INFORMATION ABOUT STAFF AND SERVICES, AND WHERE TO WRITE FOR INFORMATION. THIS DOCUMENT IS ALSO AVAILABLE FROM THE COLLEGE ENTRANCE EXAMINATION BOARD, PUBLICATIONS ORDER OFFICE, BOX 592, PRINCETON, NEW JERSEY 08540, FOR $4.50. (NC; -. Compensatory Education for the Disadvantaged Programs and Practices: Preschool through College by Edmund W. Gordon Professor of Psychology and Education Ferkauf Graduate School of Humanities and Social Sciences, Yeshiva University Doxey A. Wilkerson Associate Professor of Education Ferkauf Graduate School of Humanities and Social Sciences, Yeshiva University 1 0 College Entrance Examination Board, New York, 1966 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BY r,(///e0e- 47)eark0404(fir,4B'a'rd TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." Inquiries :cgarding this publication should be addressed toEditorial Office, College Entrance Examination Board, 475 Riverside Drive, New York, NewYork 10027. Copies of this publication may be ordered fromthe College Entrance Examination Board, Publications Order Office, Box 592, Princeton, New Jersey0854o. The price is $4.50 per copy. Copyright © 1966, by College Entrance ExaminationBoard. All rights reserved. Library of Congress Catalog Card Number: 66-28250 Printed in the United States of America 4 Dedication _ This book is dedicated with love to Susan and Yolanda, our respective partners in life. Acknowledgments To write a book while one does too many other things requires more than usual dependence upon colleagues and friends. In the conduct of the study which is reported in this book I have had to depend on the assistance of many people. From the initial stages of this study I have had the coopera- tion and help of my dear friend of many years, Doxey Wilkerson, who shares the authorship of this work with me. As senior research associate in the department that I chair, he carried major responsibility for all data collection and for the analysis and summary of the data on programs in higher education. In addition he has been a constant source of advice and support in the development of all sections of the report. Richard Plaut, who originally had the idea for developing a directory of programs of compensatory education, has supported this project from its beginning. Through the organization that he heads, the National Scholarship Service and Fund for Negro Students, he arranged for the grant from the Old Dominion Foundation which enabled us to initiate this study. It was through the generous support of the College Entrance Examination Board and the kind assistance of S. A. Kendrick that the study was expanded rind completed. In the conduct of various stages of the survey of programs and practices Mrs. Stella Lubetsky, Mrs. Gertrude Goldberg, Mrs. Ruby Puryear, Mr. Lawrence Perkins, and Dr. Julian Roberts have made helpful contributions. The yeoman work in the completion of this report has been performed by my editorial assistant, Mrs. Joan Gussow, who spent endless hours por- ing over correspondence, questionnaires, field observer reports, descrip- tions of programs, newspaper reports, and my own notes in the production of an integrated description of the fast-moving developments in this field. In addition she and Mrs. Ann Kaufman, College Board editor, had the difficult task of taking my often ponderous prose and translating it into readable copy. While work progressed on this front, there were other fronts to cover. I am indebted to my fellow faculty members and to my two cherished and devoted administrative assistants, Mrs. Effie Bynum and Miss Frances Green for helping me to keep these several fronts covered. Acknowledgments It is a pleasure to express my appreciation to all of these friends, but it should be made clear that they bear no responsibility for the limitations of the product. They have made it possible for me to complete this study, but cznnot be held responsible if I have not done my work well. A final word of thanks and apology is due the many persons who took the time to complete questionnaires, to receive members of my field staff, or to answer questions put by telephone and letter. The information sup- plied by their efforts is the primary data upon which this study is based. I deeply appreciate the cooperation thus provided and as deeply regret that the time lapse between data collection and the publication of this report may have made it impossible for the published report to do justice to some programs and developments in the field. Edmund W. Gordon Foreword It is fitting that the College Entrance Examination Board and the National Scholarship Service and Fund for Negro Students (NSSFNS) should join in publishing a compendium, analysis, and evaluation of compensatory educa- tion across the nation. Ten years ago, these two organizations, and the New York City Board of Education, cosponsored the first program in what later came to be known as compensatory education--the Demonstration Guid- ance Project at Junior High School 43 and George Washington High School. The Demonstration Guidance Project later expanded into the Higher Horizons program. For the uninitiated, the term compensatory ed- ucation is used for programs of special and extra services intended to com- pensate for a complex of social, economic, and educational handicaps suf- fered by disadvantaged children. The National Scholarship Service and Fund for Negro Students contin- ued to carry the message of compensatory education to all parts of the coun- try through its Community Talent Search program. The program was sup- ported by the Old Dominion Foundation. The foundation also provided funds for the NSSFNS share of this study and publication. The project was initiated through a NSSFNS approach to Dr. Gordon for a study of compen- satory education on the elementary and secondary school level. It was en- riched by a subsequent decision by the College Board to ask Dr. Gordon to expand the study to include programs of higher education, and a more intensive analysis of elementary and secondary school programs. From these beginnings sprang the programs discussed and listed in this volume. Many of the programs are local, supported by both public and private funds. There are also statewide programs, like the ones in New York and California. More recently the federal government has entered the field in a rather handsome way. The Office of Economic Opportunity appears at both ends of the spectrum: Project Head Start for preschool children and Upward Bound for students planning to attend college. The United States Office of Education came in through the Elementary and Secondary Edu- cation Act. The College Board and NSSFNS are hopeful that this publication will lead Foreword to a greater understanding of the current nature, extent, and value of com- pensatory education. Both organizations are grateful to Dr. Gordon and his associates for the professional competence and high degree of commit- ment they have brought to the undertaking. Richard Pearson President College Entrance Examination Board Richard L. Plaut President National Scholarship Service and Fund for Negro Students ..4 Contents I. The socially disadvantaged a challenge for education 1 2. Pupil characteristics and theoretical bases for compensatory education I I Intellectual, social, and environmental characteristics 12 Models from special education and interactionist theory 23 3. The status of compensatory education 31 Number, distribution, and nature of programs 31 School dropout programs 40 Preschool programs 47 4. Innovations in school program and staffing patterns 54 Teacher recruitment and training 54 Curriculum innovations 59 Reading and language development 76 5. Extensions of school programs and community involvement 86 Extending the school day
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