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This report presents an analysis of the debt levels and debt burdens of recent college graduates, based on student-reported data from four national surveys taken over the period 1977 to 1986. The major findings of this study were the following: (1) one out of two 1986 college graduates had some undergraduate debt representing an increase from one out of three 1977 graduates; (2) the median debt level of baccalaureates with debt rose from $2,000 for 1977 graduates to $4,800 for 1986 graduates; (3) the median debt burden--the ratio of repayments to gross income--of 1986 graduates was 4.0% in the year following their graduation from college, down slightly from 5.2% for 1977 graduates; (4) only 6.5% of all 1986 graduates had a debt burden in their first year after graduation that exceeded 10% of gross income, down .2% from 1977 graduates; and (5) only 4.8% of 1986 graduates had debt but no first-year income at the time of the survey, up .1% from 1977 graduates. Appendices include an explanation of the debt burden assumptions used in the computations, various statistical breakdowns of education debt and debt burden for 1986 bachelor's degree recipients, and descriptions of federal education loan programs and debt burden. (GLR)

This report summarizes the participation and achievement information provided by state educational agencies (SEAs) on the Education Consolidation and Improvement Act (ECIA) Chapter 1 Migrant Education Program, for the 1987-88 school year. The report provides information on the number of participants (by gender, year of birth, ethnic group, migrant status, and grade), the types of services provided, and the number of staff. Information is provided for both the regular and summer terms. The document presents the national participation and staffing information in three ways: (1) for 1987-88; (2) changes from 1986-87 to 1987-88; and (3) trend data from 1984-85 to 1987-88. In addition, Migrant participation patterns are compared to Chapter 1 Basic participation and total enrollment. A description of the methodology used to review the State Performance Report information for 1987-88 is presented in Appendix A. State level participation and staff information for the 1987-88 is provided in Appendix B, while Appendix C displays year-to-year changes by state from 1986-87 to 1987-88. Appendix D provides tabular descriptions of the other instructional services, other supporting services, and other staff reported by each state for both the regular and summer terms. Appendix E contains the reporting form and Questions and Answers for the ECIA Chapter 1, Migrant Program State Performance Reports. This document contains numerous data tables and figures. (KS)

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)

This report describes recent gains in support for the movement to allow parents to choose the public school which their children attend. Reasons for the movement's growth and methods of implementing school choice plans are presented. The paper then focuses specifically on interdistrict school choice plans, identifying major aspects which are likely to affect special education programs and the ability of students with handicaps to participate in these types of choice programs. Five major issues are discussed: (1) responsibilities of the resident district; (2) criteria for student admission to nonresident school districts; (3) due process; (4) finance; and (5) transportation. The report discusses each of the major issue areas as they relate to special education and describes how each area has been addressed in five states with interdistrict choice plans (Arkansas, Iowa, Minnesota, Nebraska, and Ohio). A final section summarizes, by state, the provisions included in each state's legislation. An appendix reprints the school choice legislation of each of the five states. Includes two references. (JDD)

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)

Initiated in response to a Congressional requirement in the 1983 amendments to the Education for All Handicapped Children Act, this report provides nationally representative estimates of the per-pupil expense of educating students with disabilities. The estimates are derived from information gathered through a 1985-86 school year survey in a sample of 60 school districts located in 18 states. Based on the Resource Cost Model, the survey gathered information about the resources, pricing, and pupil enrollments of all special and regular education programs and services provided to students in the sampled districts. Resources were broken down into personnel, supplies, materials, equipment, energy, and space associated with each program. Five categories of special education programs were studied: preschool, resource, self-contained, residential, and home/hospital. Supplemental service expenditures were also analyzed, including related services, adaptive physical education, and special vocational instruction. In addition, the study documents expenditures for district-level and school-level support services, including supervisory and administrative personnel, curriculum coordinators, community liaison staff, attendance officers, research and evaluation, etc. Five categories of service providers were examined: school districts, cooperatives, other state and local agencies, private schools, and purchased services. The 1985-86 data are compared with per-pupil expenditures obtained from an earlier study conducted in 1977-78. (JDD)

This report summarizes the achievement information provided by state educational agencies for the Migrant Education Program, 1986-87. Of the 34 states submitting achievement information for the regular term, 27 used norm-referenced tests, 9 used criterion-referenced tests, and 2 used locally developed instruments. Of the 15 states submitting achievement information for the summer term, 6 used norm referenced tests, 8 used criterion referenced tests, and 2 used locally developed instruments. All states that submitted data tested reading and mathematics; 24 tested language arts; and 4 or fewer tested English as second language, Spanish or native language arts, science, social studies, spelling, reference skills, and elementary skills. Several factors preclude a precise national estimate of the achievement of migrant education participants: (1) the variety of test types and range of test measures used; (2) under-testing of currently migrant students because of their mobility and language deficits; (3) incompatibility of standardized testing with the short-term basis of many migrant projects or the cyclical patterns of migrant movement; and (4) the inadequacy of reading and mathematics tests as measures of the impact of highly diversified programs. Individual sections for the District of Columbia, Puerto Rico, and all states except Hawaii describe the services delivered to migrant students, and, where applicable, provide information on achievement testing and tables of test results. Appendices describe the methodology used, and summarize data for about 50,000 migrant students in 17 states using a pretest/posttest norm referenced model and expressing achievement results in normal curve equivalent scores. This report contains 83 tables. (SV)

This report examines federal, state, and local databases containing information on migrant workers and their children, identifies their common characteristics, and assesses their potential utility to inform educational policy analysis. General criteria used to evaluate each database's strengths and weaknesses include standardization, reliability, completeness, consistency, utility, and accessibility and documentation. Five federal agencies maintain seven migrant-related computerized databases, but nonstandardized data collection, inconsistent definitions, and duplicated counts tend to negate their potential utility for in-depth nationwide analysis of the Migrant Education Program. Other national information sources include nine federal surveys with data on seasonal farmworkers as a group, and nine nonprofit organizations that deal with migrant issues. Four local and 28 state-level databases in 17 states contain data on migrant students; 24 of these maintain records on individuals. However, it would be difficult to link this information to produce meaningful national figures. A review of 11 research studies on migrant workers, students, and service programs focuses on the adequacy of the data and databases used, and points out the inadequacy of any single information source, the difficulties of using several sources, and the resulting inconsistency among research findings. This report contains 76 references and 12 tables. Appendices include methodology used, the study instruments, and narrative descriptions of all databases examined. (Author/SV)

This report summarizes the participation information provided by state educational agencies for the Migrant Education Program, 1986-87, the third year in which data was submitted in a prescribed format. The District of Columbia, Puerto Rico, and all states except Hawaii submitted data on program participation by ethnic group, migrant status, gender, and year of birth; on participation patterns by grade and service area for regular and summer terms; and on staffing for regular and summer terms. Of the 343,269 total participants: (1) 75% were Hispanic and 12% were white; (2) 53% were formerly migrant, 30% were currently interstate migrant, and 17% were currently intrastate migrant; (3) 52% were male and 48% were female; and (4) 12% were born 1981-87, 49% were born 1975-80, 36% were born 1969-74, and 3% were born 1964-68. Participants totaled 300,674 in the regular term and 104,751 in the summer term, down 7% from 1985-86 in each case. The most frequent category of service provided was attendance and guidance services (71% of regular term participants, 79% of summer term participants), followed by reading (44% regular term, 66% summer term), and mathematics (32% regular term, 65% summer term). The Migrant Education Program funded 10,770 full-time equivalent staff in the regular term and 10,427 in the summer term. About 75% of total staff in both terms were teachers and teacher aides. This report contains 44 tables, 11 figures, and a description of methodology used. (SV)

This document summarizes State Education Agencies' (SEA) 1985-86 State Performance Reports for Chapter 1. These reports provide data on Local Education Agency (LEA) and State Agency Neglected or Delinquent compensatory education programs, in terms of the size of the population of educationally deprived students served, the characteristics of that population and its achievement rates, staffing utilized, mix of services provided, and funding. Two major changes are reflected in this year's reports. First, as a result of the impact of the Aguilar v. Felton decision, there has been a dramatic drop--31 percent--in the number of nonpublic school students served by the LEA programs, from over 184,000 the previous year to 127,922. This decrease covered every grade span nationwide. Aggregate declines were reported by 46 states and the District of Columbia, and in 16 states dropoffs of 50 percent or more were reported. Second, all public participation and staffing figures for the years 1978-80 through 1985-86 have been revised to account for California's inclusion of data on students enrolled in the state's own compensatory education programs. Despite Aguilar V. Felton, the total number of Chapter 1 participants increased slightly. Information on the following aspects of Chapter 1 are provided: (1) services rendered; (2) staff; (3) participant composition; (4) achievement; (5) funding; and (6) State Agency Neglected or Delinquent program participants. Appendices discuss the methodology and provide additional data. Data are presented on 63 tables and figures. (BJV)

Examination of the United States Department of Education's administration of staff and funds for the implementation of Chapter 1 of the Education Consolidation and Improvement Act from fiscal year (FY) 1981 to FY 1986 revealed the following information: (1) the number of staff assigned to administer the Chapter 1 program declined dramatically, as did expenditures for federal salaries and expenses and personnel ceilings for the program; (2) program monitoring and federally-provided technical assistance were the two administrative functions that underwent the greatest change within the Compensatory Education Programs (CEP) office as a result of staff reductions and new approaches to program management; (3) the reductions in staff and the shifts in functions performed were heavily concentrated in the period from FY 1982 through FY 1984, a time of considerable turmoil in the CEP unit responsible for daily administration of the program; and (4) the question of whether current staff qualifications and levels are adequate is highly dependent on what is encompassed in the term "administration of the program." Data are presented in 13 figures. A brief list of references is included. Appendices provide additional data, define the terms used in the budgetary process, and present the justification for the Office of Elementary and Secondary Education's salaries and expenses request for FY 1987 presented to Congress. (BJV)

Because magnet schools restructure school and district attendance area boundaries in order to achieve racial heterogeneity, they attempt to disassemble the very unit towards which the Education Consolidation and Improvement Act Chapter 1 program targets its resources--neighborhood schools attended by poor children. A nine-district survey of the relationship between magnet schools and the Chapter 1 program revealed the following findings: (1) the definition of school attendance areas of magnet schools is not, in and of itself, a critical issue as far as school targeting is concerned; (2) survey respondents did not express concern over the effect of magnet school designs on Chapter 1 school targeting; (3) variables affecting the degree to which magnet schools alter schools' poverty concentration often operate in concert; (4) concern was more often expressed about students losing Chapter 1 instruction than about schools losing Chapter 1 status; (5) comparability requirements were not viewed as an impediment to magnet school development; (6) further study is needed to determine what interrelationships exist between desegregation efforts beyond the magnet schools component; (7) the receipt of extra services through either the Chapter 1 program or a magnet school program does not affect eligibility for the other program; and (8) resources supplied for Chapter 1 use did not appear to be used for creation of a magnet school. A list of references is included. Appendices provide the survey instruments, tabulate summary data, and profile the districts surveyed. (BJV)

This report presents the findings of a study that examined the impact of compensatory education services on children's academic achievement in grades 1 to 6. Examination of data from the 1976-79 Sustaining Effects Study of Title I revealed the following major conclusions: (1) small positive gains in reading achievement are related to participation in Title I programs; (2) the estimated impact of Title I on children's achievement is sensitive to the definition of a control group; and (3) teacher judgment may be included in the selection and achievement process. The results of the analysis do not clarify the issue examined; results are dependent upon the formulation of the control group: one formulation used in the study showed positive results of Title I on achievement while the other three used generally showed no effects. There are the following possible explanations for this inconsistency: (1) the specification of the process by which students are selected for Title I services is critical; and (2) the measurement of program participation ignores variety in the services provided and in the intensity of participation. Data are presented on seven tables and figures. Two appendices provide the technical models used. A list of references is included. (BJV)

This paper reviews the following studies on the cost-effectiveness of the Chapter 1 compensatory education program: (1) Sustaining Effects Study; (2) Tallmadge Study; (3) the Kiesling Study for Rand; (4) Instructional Dimensions Study; (5) Response to Educational Needs Project Cost-Effectiveness Study; (6) Educational Testing Service/Ragosta Analyses; (7) An EValuation of the Costs of Computer-Assisted Instruction (Levin and Woo); and (8) Recent Cost-Effectiveness Debate. The following components in each study are reviewed: (1) a consistent set of outcome measures from the instructional process; (2) a complete and detailed cost estimate; (3) a well-defined control group; (4) universal or unbiased sample data; and (5) a well-defined methodology. There is no concrete body of evidence that can be said to show that expenditures on Chapter 1 programs are more cost-effective than other instructional practices; there is much diversity among these studies in the focus of the study, the data set and methodology used, and the results obtained. A bibliography is included. (BJV)

The characteristics of schools defined as having low, medium, and high poverty concentration are examined. The following variables are examined for elementary schools: (1) school climate; (2) compensatory education related characteristics; (3) demographic characteristics; (4) student mobility; and (5) reading and math achievement. The following variables are examined for high schools: (1) school climate, specifically school misbehavior; (2) participation in Title I; (3) demographic characteristics; (4) reading and math achievement; and (5) dropout rates. Students enrolled in elementary and high schools with high concentrations of poverty are more likely to be Black or Hispanic, speak a language other than English, and have low achievement. The principals of these schools are more likely to report that student behavior is problematic than principals in low concentration of poverty schools. Students in high poverty concentration schools generally have lower achievement than those in low concentration schools even after taking into account student and family characteristics. However, achievement appears to increase at the same rate in both types of schools. Other than for students in the early grades, attending a school with a high concentration of poverty will not necessarily put a student further behind in achievement than his or her peers in low concentration schools; however, students in high concentration schools will continue to fall behind their peers in schools with relatively few students living in poverty. Data are presented on 14 tables and figures. A list of references is provided. (BJV)

The summary descriptions of state programs in compensatory education (SCE) contained in this report update information presented in the 1981 Bay Area Research Group (BARG) report. A more restrictive definition of compensatory education is used in this current report, whereby only programs in which a specific target population is named and in which district discretion in spending state funds is restricted qualified for inclusion. An appropriate State Department of Education official from each of the 23 states BARG included as having an SCE program was interviewed to determine any changes since the prior year's report, and data was also collected from 10 more states for a total of 33 contacted. Based on the tighter definition, it was determined that as of the 1984-85 school year, 16 SCE programs existed nationwide. Interviews and reviews of statistical information were conducted in the following categories: (1) State funds (1983-1986); (2) Funding approach/basis for allocation; (3) students served; (4) targeting provisions; (5) monitoring; and (6) other special provisions. It was found that there has been a modest increase in states' efforts to support special instructional programs for disadvantaged children. Statistical and descriptive data are presented in tables. (VM)

Descriptive profiles of the Elementary and Secondary Education Act Title I/Education Consolidation Improvement Act Chapter 1 programs are presented for each state and the District of Columbia. Where possible, comparisons are made between the 1979-80 school year and the most recent year for which data are available. States are ranked from highest to lowest to give an indication of relative standing. The ranked variables include the following: (1) financial allocation; (2) number of public and nonpublic students; (3) percentage of students receiving help in various subject areas; (4) numbers of staff members in various categories; (5) pupil-staff ratios; (6) per pupil expenditures; (7) per capita income; (8) tax information; and (9) racial and economic status of participants. The state profiles also include information on targeting approaches, testing programs, and other regulations specific to the state. (VM)

The effect of changes in the achievement level of black high school students on their chances of attending postsecondary schools was assessed. Data from the High School and Beyond survey 1980 sophomore cohort were used to estimate the probability of attending two-year and four-year colleges for blacks and whites, given changes in black achievement levels. The analysis indicates that if the gap between blacks and whites was reduced by 50%, the chances of attending a postsecondary school for a black student with average achievement would increase by nine percentage points. If there was a 75% reduction in the achievement gap, black and white students would be about equally likely to attend postsecondary schools, and if the achievement gap was eliminated, there would be a higher attendance rate for blacks than for whites. Potential increases in attendance would be reflected primarily at four-year colleges, particularly at the higher achievement levels. The statistical model and procedures for calculating the impact of increasing achievement of blacks on postsecondary attendance are described. Data are included on the estimated simulated effects on college attendance as average reading and math achievement are increased for black students. (SW)

A research study shows the strong positive relationship between traditional personal values and academic success of students from various disadvantaged backgrounds. Four categories of values were examined: (1) the work ethic, (2) religious commitment, (3) parental support of success in school, and (4) peer group support of success in school. A sample of 11,885 tenth grade students from families whose socioeconomic status was below the national median were selected from 30,000 sophomore students in the 1980 nation-wide study, High School and Beyond Survey. Values of students whose GPAs were in the upper 20 percent of the nation were compared with those whose GPAs ranked in the bottom 20 percent. Comparisons were made within each ethnic and racial classification. Students in the top category of academic achievement tended to express much stronger support for traditional values than did those in the bottom GPA category. Furthermore, the students in the top category were much more likely to have parents and friends who supported success in school. This finding is the same for all disadvantaged populations represented in this study, which includes four racial or ethnic groups: Asians, Blacks, Hispanics, and Whites. This study suggests that development of character and intellect are intertwined. If teachers and parents collaborate to encourage positive values of students, they are likely to enhance academic achievement and success in school. (JP)

This study examines effects of traditional American values, held by students, their parents, and their friends on the success of students in school and their use of out-of-school time. Students' values in this study refer to the work ethic, importance attached to education, and strength of religiosity. Indicators of parents' values are concerns for their children's success in school. Values of a student's friends refer to the importance they attach to education. Data for this study came from the sample of 30,000 sophomores in the 1980 High School and Beyond Survey, which involved 1,100 high schools throughout the country. In 1982, there was a follow-up study of this sample of students. The primary finding of this study was that traditional American values are important predictors of students' success in school, as indicated, for example, by high academic achievement and infrequency of discipline problems in school. Traditional values are twice as important as family socioeconomic status in predicting the success of students in school. Another major finding was that students with strong traditional values were more likely than those with less-traditional values to use time outside of school to reinforce learning in school. For example, there was a significant difference in the amount of time spent on homework. Likewise, students with parents and friends who valued education and good behavior in school were more likely to have success in school. It seems that efforts to improve the American educational system must take into account the values held by students, their parents, and their friends. (JP)

This feasibility study of the computer system of the Department of Education's Office of Impact Aid (OIA) was conducted to (1) assess the capabilities, as well as the drawbacks, of the current system and the other components of OIA's data processing activities; and (2) explore alternative computer systems, based on available technology and current needs of the program, which would enhance effective management and operation of the Impact Aid program. The first section of this report provides a description of the Office of Impact Aid and its current data system. The requirements for an alternative data system are discussed in the second section. The third section discusses the key factors that must be considered for a new system, and proposes two alternative systems, one a mainframe-based database management system, and the other a mainframe/microcomputer system with a local area network. Finally, the fourth section outlines the steps that should be followed in implementing an alternate computer system. Diagrams and attachments are appended to provide further clarification. (GL)

This is the first of two volumes of a report summarizing participation and achievement information from the 1985-86 school year of the Education Consolidation and Improvement Act Chapter 1 Migrant Education Program. This volume presents the participation information provided by state educational agencies (SEAs). Of the 366,353 migrant education program participants in the period 1985-86, 75% were Hispanic and 12% were White. Fifty-three percent of the participants were settled-out migratory youths (formerly migrant), 29% were interstate migratory youths, 18% were intrastate migrants. There were 323,601 participants in the regular term, and 112,350 during the summer term, representing increases over the previous year. The largest percentage of migrant students in both the regular term (56%) and the summer term (60%) were in grades 1-6. Attendance and guidance services were provided to the largest number of participants (44%) during the regular term, followed by reading (41%) and mathematics (28%). During the summer term, 58% of the participants were provided with reading instruction and 56% with math instruction. Transportation, nutrition services, and attendance and guidance counseling were received by more than half of the summer participants. There were 12,014 full-time equivalent staff funded by the migrant education program in the regular term and 10,753 during the summer term. Teachers outnumbered teacher aides during the summer, whereas the converse was true during the regular term. Total regular term staff experienced a 14% decline from the 1984-85 regular term, but the summer staff increased 12% over the previous summer term. The document contains about 45 tables and graphs. Appendices provide information about methodology and statistics broken down by state. (TES)

This is the first of two volumes of a report summarizing participation and achievement information from the 1984-85 school year of the Education Consolidation and Improvement Act (ECIA) Chapter 1 Migrant Education Program. This volume presents participation information provided by state educational agencies. This school year was the first for which such data were gathered. The document contains the warning that inconsistency, incompatibility, and inadequacy among the state data contributed to an incomplete description of migrant participation. States with more than 10,000 participants included California, Texas, Florida, and Arizona. States with fewer than 100 participants included New Hampshire, West Virginia, Rhode Island, and South Dakota. The proportion of male to female students was roughly the same. Sixty-nine percent of the participants were Hispanic, 13% were White, and 6% were Black. Fifty-two percent of the participants were settled-out migratory youths (formerly migrant), 30% were interstate migratory youths, and 18% were intrastate migrants. Most of the participants were in grades K-6. Reading and mathematics instruction were received by the largest percentage of participants. In the regular term, 32% of the students also received attendance, social work, and guidance services, and 25% received health services. During the summer term, 55% received transportation services. Of the total staff full-time equivalents during the regular term, 29% were teachers, 46% were teacher aides, and 8% were supporting services staff. During the summer term, 34% were teachers, 35% were teacher aides and 12% were support-services staff. Appendices comprising more than half the document offer 16 tables of participation data broken down by state and describe the data verification process. (TES)

This report summarizes the achievement information provided by state educational agencies for the Migrant Education Program, 1985-86. Of the 34 states submitting achievement information for the regular term, 29 used norm-referenced tests, 10 used criterion-referenced tests, and 3 used locally developed instruments. Of the 15 states submitting achievement information for the summer term, 6 used norm-referenced tests, 8 used criterion-referenced tests, and 6 used locally developed instruments. All states that submitted data tested reading and mathematics; 17 tested language arts. Several factors preclude a precise national estimate of the achievement of migrant education participants: (1) the variety of test types and range of test measures used; (2) under-testing of currently migrant students because of their mobility and language deficits; (3) incompatibility of standardized testing with the short-term basis of many migrant projects or the cyclical patterns of migrant movement; and (4) the inadequacy of reading and mathematics tests as measures of the impact of highly diversified programs. Individual sections for the District of Columbia, Puerto Rico, and all states except Hawaii describe the services delivered to migrant students, and, where applicable, provide information on achievement testing and tables of test results. Appendices describe the methodology used, and summarize data by grade and by grade-span for migrant students in those states that use a norm-referenced model of achievement gain and express regular term achievement results in normal curve equivalent scores. This report contains 81 data tables. (SV)

This report presents nationally representative data to contrast and compare programs developed under Chapter 1 of the Education Consolidation and Improvement Act of 1981 with special education programs for mildly handicapped pupils in elementary schools, called for by Part B of the Education of the Handicapped Act. The report describes differences between the schools and percentage of students served by each program, and the services provided by each program. It also contains information about schools' provision of dual services to students eligible for both programs, and efforts to coordinate the operation of both programs within the school. The first chapter is titled "The Distribution of Special Education Services for Mildly Handicapped Students" and addresses the distribution of special education services among districts, schools, and grades, especially as this distribution compares with that of Chapter 1 programs. Chapter 2 covers "Enrollment and Identification of Mildly Handicapped and Chapter 1 Students." The third chapter is titled "Instructional Services for Mildly Handicapped Students" and focuses on instructional setting, time and content, and teacher characteristics. The final chapter offers conclusions regarding contrasts and interactions between mildly handicapped and Chapter 1 student services. Includes 22 references. (PB)

The Education for Economic Security Act requires state education agencies to submit comprehensive needs assessments in order to receive the funding provided by Title II of the Act for improvements in mathematics, science, computer learning, and foreign language instruction. Areas of need covered in this summary include: the qualifications of current teaching staff; the adequacy and availability of curricula and materials; and the degree of access to instruction in the four subject areas by historically underserved or underrepresented student populations. Also included is an overview of programs and initiatives designed to address those needs. In general, it appears that the legislation has prompted states to consider needs and develop initiatives in all four subject areas, with the greatest efforts focused on mathematics and science instruction. Many teachers of specific computer courses are self-taught, and the states see an increasing need for formal instruction. Foreign language instruction remains minimal at both the elementary and secondary levels in many states. In addressing the issue of access to instruction by historically underserved student groups, the states seem concerned primarily with increasing the enrollment of females and ethnic minority students in advanced mathematics and science courses. (MLF)

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 paper contributes to the recovery of finance reform by providing a rough gauge that will allow individual states to evaluate their positions among their peers regarding several basic equity principles and measures. Changes in these equity measures over an 8-year period are assessed, and some of the correlates of equity at the state level are evaluated. This report uses consistently calculated equity measures: "horizontal equity" and "equal opportunity." Given any pupil resource, horizontal equity asks, "Do students receive equal amounts of this resource?" Equal opportunity raises the question, "Is the distribution of pupil resources independent school district wealth, as measured by a given indicator?" The two student resource variables used are per pupil operating expenditures and the teacher-student ratio. Also examined are per pupil revenues by major sources of revenues (local, state, and federal). In the analysis of the relationship between district wealth and equal opportunity, three variables are used: median family income, poverty concentration, and property wealth. Two methods of assessing equal opportunity are used in this analysis: the simple correlation coefficient measures the association between wealth and resource levels within a state; the second method is the display of separate averages of the student resource variables by groups of school districts, classified into one of four quartiles of wealth. Data are displayed in 16 tables and 7 figures. (MLF)

This document describes the resource allocation and targeting provisions of the Carl D. Perkins Vocational Act of 1984 and identifies and evaluates some policy options. An introduction outlines the aims and scope of the report. Section 2 describes grants for handicapped and disadvantaged vocational students, addressing the evolution of federal aid for such students, the intended uses and effects of such aid, and the provisions that allocate and target funds. Section 3 explains how the terms "handicapped,""disadvantaged," and "vocational student" are defined in the legislation. Also included are the definition of permitted uses of funds, the implications for resource allocation and targeting, an assessment of the specific matching provisions, and a summary of findings and policy options. Section 4 covers the legislation's supplemental services and excess cost provisions. Section 5 explains the requirement for matching funds. Section 6 takes up the "supplement, not supplant," requirement of the legislation, and includes approaches to making nonsupplanting more effective. Section 7 describes the service mandates and equal access provisions of the legislation. Also included is an explanation of the roles of Congress, the Department of Education, and the Office of Vocational and Adult Education. Section 8 describes the legislation's mechanisms for distributing funds between and within states. Section 9 describes the set of targeting provisions as a whole. Section 10, the longest in the report, contains a detailed analysis of the Perkins grants for program improvement. A 27-item reference list is included. (CML)

This document summarizes the State Performance Reports for programs funded under Chapter 1 of the Education Consolidation and Improvement Act for 1986-87. Reports are submitted annually by State Education Agencies (SEAs) to provide information on Local Education Agency (LEA) and State Agency Neglected or Delinquent (SAND) compensatory education programs. The following information is reported for the LEA programs: (1) number of participants, by year of birth, racial/ethnic classification, and grade by public/nonpublic designation; (2) types of service provided, by institutional designation; (3) number of staff; and (4) achievement. The following information is reported for the SAND programs: (1) number of participants, by gender, age group, racial/ethnic classification, and institutional designation; and (2) types of services provided, by institutional designation. The following findings are discussed: (1) 4,594,761 public school students and 138,225 nonpublic school students participated in LEA programs; (2) LEA programs received $3 billion in allocations; (3) 56,236 students participated in the SAND programs; and (4) SAND programs received $31.2 million in allocations. Statistical data are included on 61 tables and 19 graphs. The appendices comprise the following: (1) a discussion of the research methodology; (2) national tables of participants by grade for 1985-86 and 1986-87 and the percent change in number for each grade; (3) state-by-state tables of selected participation information for 1979-87; (4) additional tables of achievement information for 1986-87; (5) data on the number of students tested and the numbers of states reporting achievement data; and (6) achievement information expressed in normal curve equivalents for 1986-87 and for the 8-year period from 1979-80 to 1986-87. (FMW)

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)

This report presents national summaries and state-by-state descriptions of the types and results of achievement information submitted by state educational agencies on the Education Consolidation and Improvement Act (ECIA) Chapter 1 Migrant Education Program for the 1987-88 school year. Thirty-six states (out of 49) provided statewide achievement information for the regular term, using various types of test results. Norm-referenced tests were used in 30 states, while nine states used criterion-referenced tests, and two states used locally-developed instruments. In the summer term, 17 states (out of 46) provided statewide achievement information. Although the format for presenting data varies, states provided data by school term, grade, subject area, and testing schedule. Appendix A presents the methodology used to review the 1987-88 State Performance Reports submitted by the states. Appendix B provides state-level tabular displays of achievement information, by grade, for those states reporting regular-term achievement results, expressed in normal curve equivalent scores, using a pretest-posttest norm-referenced model. Appendix C provides a brief description of norm- and criterion-referenced testing. This report contains numerous tables and figures. (KS)

This study describes the Michigan special education work force (as of 1988-89) with regard to six issues, one primary and five supplemental, having to do with the need for and supply of special educators and attempts to predict future personnel needs. The primary issue concerns the factors that will affect the teacher supply and demand in the near future. Teacher data were projected over 3 years. The study used predictive models developed by the Office of Special Education Programs, that are either market based or prevalence based. The five supplementary issues include: special education synopsis, personnel gender ratios, teachers of students with learning disabilities, higher education training programs, and special education administrators. Narratives and graphs of statistical data provide analysis of the following areas: special educator shortages, teacher retention, retirement, recruitment, out-of-state teachers, out-of-field teachers, number of teachers issued emergency approval, teachers trained in-state, the market based model, the prevalence model, and data elements. In view of the identified decline in the special education teaching profession, recommendations are made for: (1) training more teachers to enter the field; and (2) retaining current teachers by reducing the level of attrition. Additional discussions and graphs address each of the supplementary issues. Attached tables present the data used in the models. (24 references) (DB)

This report examines how periods of poverty affect children's educational attainment. Educational attainment is measured by whether a student is at or behind the modal grade level expected for each given age. A cross-tabular analysis was performed on a sample of 16-, 17- and 18-year-old children who were in high school at some point during the 1978 to 1983 period using data from the Panel Survey of Income Dynamics (PSID) longitudinal surveys. The report cautions users that the PSID data are limited for educational research. The findings are the following: (1) for all students, short-term poverty is not expected to affect educational attainment; (2) for all students, longer periods in poverty increase the probability of lagging behind modal grade level; and (3) for white students, there is a statistically significant connection between the amount of time spent in poverty and the lag in modal grade level that is not present for black students. A series of regression analyses support the finding that years in poverty is related to educational attainment for all students and for whites, but not statistically related for blacks. The analyses also indicate a relationship between educational attainment and the following social and family factors: (1) parents' education; (2) mother's attendance at PTA meetings; (3) age of the mother at the child's birth; and (4) whether the mother was divorced or separated. Five statistical tables are included. (FMW)

This is the second of two volumes of a report summarizing participation and achievement information from the 1984-85 school year of the Education Consolidation and Improvement Act (ECIA) Chapter 1 Migrant Education Program. This volume presents achievement information provided by state education agencies. Because of language and mobility problems, scores of migrant students were typically underrepresented. State data inconsistency, incompatibility, and inadequacy also contributed to an incomplete description of migrant achievement. No attempt was made to develop a national profile. The volume presents state-by-state achievement summaries. Where possible, the summaries include the number of students represented in the evaluation, test results by the area and term for all grades combined, the type of testing schedule and data reported, the type of scoring or measurement used, and the methods used to compile the data. Achievement data were received from 37 states. This figure includes 30 of the 48 states offering regular-term programs and 20 of 41 states offering summer-term programs. Most states submitted achievement information based on results from all participating education agencies. A few states provided information obtained from samplings. Typically, achievement information was reported using normal curve equivalent (NCE) scores obtained from norm-referenced evaluations. Data were usually provided for reading and mathematics. The summaries are based on material provided in the state performance reports for the ECIA Chapter 1 program, on telephone contacts with state offices, and on information from State Chapter 1 Migrant Evaluation Reports. (TES)

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)