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NCJRS Abstract

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NCJ Number: 92721 Add to Shopping cart Find in a Library
Title: Compensatory Education - Program Description and Evaluation, Education Consolidation and Improvement Act, Chapter 1, 1981-82
Corporate Author: California Dept of the Youth Authority
United States of America
Date Published: 1983
Page Count: 72
Sponsoring Agency: California Dept of the Youth Authority
Sacramento, CA 95823
National Institute of Justice/
Rockville, MD 20849
NCJRS Photocopy Services
Rockville, MD 20849-6000
Sale Source: National Institute of Justice/
NCJRS paper reproduction
Box 6000, Dept F
Rockville, MD 20849
United States of America

NCJRS Photocopy Services
Box 6000
Rockville, MD 20849-6000
United States of America
Document: PDF
Type: Program/Project Evaluation
Language: English
Country: United States of America
Annotation: Instructional services funded by Chapter I in schools located in the ten participating institutions and five camps of the California Youth Authority have produced excellent results.
Abstract: Chapter I of the Education Consolidation and Improvement Act (ECIA) of 1981 provides Federal funds to supplement State-provided instruction for educationally disadvantaged students. Reading, language, mathematics, and staff development components operated in the 15 sites. After diagnostic testing, students with the greatest educational deficiencies received individual assignments based on identified needs. Instructional methods included individualized, group and whole class instruction. Staff development included inservice training, workshops, seminars, and consulting services. Although programs varied, most schools had teaching assistants and other supplementary staff. Growth in achievement, measured by the Test of Adult Basic Education, averaged 1.3, 1.3, 1.3, and 1.0 months for each month in the program in total reading, mathematics, language, and spelling, respectively, for 1981-82. Some of the reasons for these successes were individualized teaching strategies; continued updating of teaching strategies, materials and equipment; increased ability of teachers to work with students with learning disabilities and to conduct individual educational evaluations; and low student/staff ratio. Chapter I has numerous benefits: (1) hard-to-motivate students make measurable educational gains; (2) classroom teachers have more time for students at all achievement levels; and (3) the well-defined, structured educational process required for Chapter I affects the management of the total educational program. Recommendations for improvements in meeting student, staff, and program needs are provided. Data tables, figures, and lists of Youth Authority annual reports from 1967 to 1981, 13 California Youth Authority Education Research Series Reports, and 3 other references are also included.
Index Term(s): California; Compensatory education; Educationally disadvantaged persons; Inmate academic education; Juvenile inmates; Program evaluation; Remedial education; Services effectiveness
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=92721

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