Browsing by Subject "compensatory education"

Now showing 1 - 8 of 8
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    Anoka-Hennepin Compensatory Education Pilot Program Year 1 Report
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel; Center for Applied Research and Educational Improvement
    The Year 1 Report of the Anoka-Hennepin Compensatory Education Pilot Progam reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversight
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    Anoka-Hennepin Compensatory Education Pilot Program, Year 1 Report
    (Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel
    The Anoka-Hennepin Compensatory Pilot Program is a state funded effort to examine student impact when Compensatory Education dollars are reallocated to 2nd and 3rd grades in three pilot schools. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversight. The Year 1 Report reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project.
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    Compensatory education definition
    (Sage Publications, 2008) Arendale, David R.
    During the 1960s a new approach called compensatory education was created to support access for academically underprepared and economically disadvantaged students. Compensatory education focuses on the individual student and the living and learning environment in which the student interacts. Proponents of this approach charge that environmental conditions, often induced by poverty, are responsible for poor academic achievement of students. Common activities of this approach include: academic preparatory work, supplemental learning enrichment activities, higher parental involvement in school, and systemic changes in the school learning environment. During the early 1960s, national civil rights legislation established the Office of Compensatory Education within the U.S. Office of Education.
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    Developmental education history: Reoccurring trends and future opportunities
    (Ohio Association of Developmental Education, 2006) Arendale, David R.
    It is important to understand the reoccurring trends that have influenced the history of developmental education and learning assistance. This knowledge can guide educators in this field to make wise personal and professional choices. After an overview of the early history of developmental education, reoccurring trends were identified, and recommendations provided
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    Effect of administrative placement and fidelity of implementation of the model on effectiveness of Supplemental Instruction programs
    (University of Missouri-Kansas City, 2001) Arendale, David R.
    This research investigated variables that may influence the effectiveness of the Supplemental Instruction learning assistance and enrichment program at the University of Missouri-Kansas City and other U.S. postsecondary institutions. Study number one analyzed variables related to academic performance of University of Missouri-Kansas City students (mean final course grades, the rate of course withdrawal, and rate of persistence). Study number two investigated variables at 735 U.S. postsecondary institutions related to the academic performance of students and satisfaction level with the campus Supplemental Instruction program. Independent variables included: administrative placement of the SI program unit (academic affairs, student affairs, or other), age of the SI program, fidelity of the program to SI program activity constructs (SI Supervisor involvement, SI Leader involvement, SI Leader training, institutional involvement), and four dependent variables (mean final course grades, mean percent of D and F final course grades and course withdrawals, mean percentage of students who participate in the program, and satisfaction level with the program). Besides the quantitative studies, an extensive review of the literature regarding the history of developmental education and learning assistance programs in the United States produced six discernable historical phases. Supplemental Instruction was placed within this social context in American history. The appendix includes an extensive annotated bibliography of 450 publications and other media types published by authors worldwide related to Supplemental Instruction. Study number one found a positive correlation between higher academic achievement and persistence rates with the independent variables of SI attendance and measures of precollegiate academic achievement. The entire known population of 735 Supplemental Instruction programs within the United States was selected for study number two. There were statistically significant positive correlations with three of the four program activity constructs (SI Supervisor Involvement, SI Leader Involvement, and SI Leader training) and the effectiveness of the program regarding improved student outcomes and higher satisfaction ratings by the campus administrators who supervised the program. There were no statistically significant differences between the different program administrative placement locations and the dependent variables. Implications from this research include identification of key activities within the program that should be observed to maximize program effectiveness for the institution and participating students.
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    Terms of endearment: Words that help define and guide developmental education
    (College Reading and Learning Association, 2005) Arendale, David R.
    Remedial education, compensatory education, learning assistance, and developmental education are four of the most common terms used to describe the wide field of our profession. Each has specific meanings and sometimes evokes different perceptions. New descriptive phrases will be developed to identify work accomplished by our colleagues, especially if the form and range of services change.
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    Then and now: The early history of developmental education: past events and future trends
    (New York College Learning Skills Association, 2002) Arendale, David R.
    Postsecondary institutions throughout the nation’s history have provided developmental education and learning assistance programs meet the academic standards expected of admitted college students. "It can be asserted accurately that bridging the academic preparation gap has been a constant in the history of American higher education and that the controversy surrounding it is an American educational tradition" (Brier, 1984, p. 2). The author of this article identified six phases of developmental education in American history. Each phase is naturally interconnected with the social history that surrounds and interact with them. The succeeding phase included more student subpopulations that needed support in higher education through developmental education. This article will explore the first three phases of developmental education history to provide a context for today's programs and services.
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    Words make a difference: The influence of language on public perception
    (Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2007) Arendale, David R.
    Can a nuanced change of words make a difference to students, parents, and policymakers? Changing public perception with any concept or idea is difficult. Inaccurate prior information, memories, and prejudices are difficult challenges to overcome. The struggles within U.S. society concerning racial stereotyping, religious strife, and bigotry continue. As a historian, I see positive results for society when the majority becomes intolerant of language that categorizes and demeans people. The language usage changes described in the new glossary for developmental education and learning assistance provide another step to building a better and more productive society for all citizens.