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This document summarizes the annual State Performance Reports for programs funded under Chapter 1 of the Education Consolidation and Improvement Act (ECIA), which have been submitted by State Education Agencies (SEAs) for the school years 1979-80 through 1987-88. These reports provide information on Local Education Agency (LEA) and State Agency Neglected or Delinquent (N or D) compensatory education programs. The reports detail the following information: (1) the number of educationally disadvantaged students served; (2) the demographic composition of these students; (3) staffing patterns; (4) the types of services received; and (5) the achievement rates in basic skills areas. The effect of the Aguilar v. Felton decision on nonpublic participation in LEA programs is noted. Statistical data are presented in 61 tables and 19 graphs. The following materials are appended: (1) a discussion of the research methodology; (2) participants by grade; (3) selected participation information by state, 1979-80 through 1987-88; (4) additional achievement information for 1987-88; (5) additional national achievement information, 1979-80 through 1987-88; and (6) national achievement information for 1979-80 through 1987-88 expressed in normal curve equivalents. (FMW)

The purpose of this study was to carry out the mandate of the Education of the Handicapped Amendments of 1983 and 1986 which called for an analysis and evaluation of the effectiveness of procedures undertaken by state education agencies, local education agencies, and intermediate educational units to improve programs of instruction for handicapped children and youth in day or residential facilities. The facilities on which the study focused are those described as "separate"; i.e., residential or day facilities exclusively serving handicapped persons in buildings physically separate from those for their nonhandicapped peers. Research questions specifically addressed were: (1) What are the current number and characteristics of such facilities? (2) What types of educational opportunities and related services do children in these facilities receive? (3) What have been the patterns of change in these facilities? and (4) What factors have affected the practices of facilities and patterns of change? A survey was conducted of 2,580 facilities, from which total 1,941 replies were received for a response rate of 75%. Additionally, data were gathered from 50 special education divisions of state education agencies, including the District of Columbia (one state failed to respond); and case studies were conducted of eight state education agencies and of three facilities within each state. An extended summary of findings, which comprises the remainder of this volume, is organized into three sections: (1) a national profile of separate facilities; (2) a review of state special education procedures that can influence separate facilities; and (3) an analysis of changes at separate facilities since the passage of Public Law 94-142 and the factors associated with those changes. Findings show that separate facilities have noted such changes as increased individualized program planning and evaluation, increased parental involvement, and to some extent, more opportunities for interaction with nonhandicapped peers. Changes in social expectations about the developmental potential and life contributions of handicapped persons have led to increased emphasis on life skills training, vocational training, and transition planning. State education agency procedures have played a significant role in fostering change at separate facilities, especially through setting regulatory standards, offering technical assistance, and monitoring compliance. Several avenues for further resarch are suggested. Includes 23 references. (JDD)

The second of five volumes of a report on instructional programs for handicapped children and youth in day and residential facilities, this document describes methodologies and results of the first of four components of the study, a national survey of separate facilities for handicapped children and youth which yielded responses from 1,315 day programs and 626 residential programs (a 75% return rate). This survey provides the first comprehensive national data set of this nature. Detailed information over a wide range of areas is presented for both types of facilities, including administrative characteristics (size, ownership, costs, funding sources, and licensure and certification); staff characteristics (number of staff, professional training of staff, and hours of specialized services provided); characteristics of pupils (numbers of students by type and severity of handicapping conditions, age, gender, and racial/ethnic distribution; living arrangements of day students; and educational, recreational, and other services provided by the facilities. These include on-site and off-site programs for students aged birth through 21 years, student evaluations, services to existing students, and participation in noninstructional activities. Detailed data on entering and exiting students for the full year of 1987 is also provided, as is a longitudinal examination of changes and new roles for separate facilities in the years following the initial implementation of Public Law 94-142 (the Education for All Handicapped Children Act) in 1976. Data is displayed in 102 tables. (JDD)

The third of five volumes of a study of instructional programs for handicapped children and youth in separate day care and residential facilities, this document presents the results of an analysis of State education agency (SEA) procedures and the impact of these procedures on special education services and practices within the targeted facilities. The analysis draws upon a variety of sources, including case studies of eight states (California, Connecticut, Florida, Illinois, Louisiana, New Jersey, Ohio and South Carolina), a survey of 50 SEA special education divisions, a survey of 1,941 separate facilities, and case studies of 24 separate facilities from the case study states. Part 1 of the report focuses on the economic and educational context and the structure of state special education systems. Part 2 deals with SEA procedures for special education funding, standards, monitoring, technical assistance, in-service training, program development, and dissemination activities. Part 3 discusses factors affecting educational practice at separate facilities, specifically: changes in student population and mission; factors affecting programs, such as individualized education and transition plans, changes in life skills and vocational education, increased use of treatment and behavioral goals in educational programming, and program evaluation; factors affecting facility staffing, such as staff development and staff evaluation; and factors affecting student integration and parental involvement. Three technical appendices review the study methodology, and 15 references are included. (JDD)

Historically, Congress has maintained an interest in encouraging State Compensatory Education (SCE) programs that are similar in purpose to Chapter 1. To date, no nationally respresentative data have been reported regarding the prevalence and nature of SCE programs in schools. In an effort to address this situation, this report synthesizes findings from the National Assessment of Chapter 1 studies. The report provides recent, nationally representative data that bear on the following questions: (1) How are districts and schools selected to operate SCE programs? (2) What is the distribution of SCE programs in Chapter 1 and non-Chapter 1 schools, and in schools with varying levels of poverty? (3) What within-school selection practices are used to determine which grades and students are served by SCE? (4) What services do SCE programs provide? and (5) How do these services compare with Chapter 1 services? Several surveys and studies conducted for the National Assessment of Chapter 1, including the School Survey, the District Survey, the Targeting Study, the Resource Allocation Study, and the Program Design Study, provide the basic data for the report. Appendix A lists states included in the samples of SCE school principals and teachers. Appendix B describes school and district survey samples and standard error calculations. Also included are support tables for figures and tables in the report and a list of standard errors for 38 text citations that do not appear in tables. (RH)

This report describes programs and services available to language-minority limited-English-proficient (LM/LEP) students through Chapter 1 or special programs designed for these students. Data address three aspects of the relationship between Chapter 1 and LM/LEP students: (1) Chapter 1's possible provision of English language services in place of non-Chapter 1 LM/LEP programs; (2) problems in selecting LM/LEP students for Chapter 1 services; and (3) the possible conversion of Chapter 1 compensatory education programs into language acquisition programs when LM/LEP students participate. Data suggest that Chapter 1 does not replace special programs for LM/LEP students in the schools. Most districts report that their Chapter 1 selection policies are the same for English proficient and LM/LEP students. Eligible populations for Chapter 1 and special LM/LEP programs often overlap, thus complicating the task of determining which students belong in which program. The role of Chapter 1 English-as-a-Second-Language (ESL) programs in addressing the needs of LM/LEP students raises questions concerning the extent to which these programs substitute for language assistance services for LM/LEP students that are otherwise required by law. Questions also arise over the degree to which compensatory education needs of LM/LEP students can be met in a Chapter 1 ESL program. Survey and study descriptions and support tables for citations are appended. (RH)

Trends in college attendance of black and white high school graduates were examined, with a focus on whether black and white students of similar academic achievement and economic levels attend colleges at similar rates. Data were obtained from the Current Population Survey, the Higher Education General Information Survey, and the High School and Beyond Study (HS&B). The racial or ethnic distribution of persons who have completed college is examined, along with enrollment patterns of persons over age 24. Key findings include: the number and proportion of black 18- to 24-year olds who attended college increased substantially between 1970 and 1985; within the same academic achievement groups, black high school graduates attend college in proportions equal to or greater than the proportions of whites who attend; within the same income groups, black high school graduates attend college in proportions equal to or greater than the proportions of whites who attend; and data from the National Assessment of Educational Progress indicate that substantially fewer black than white 11th graders read at the level expected of college freshmen. A five page reference list and numerous tables are provided. (SW)