School-Type E. (Limited federal funds project).-A school located outside the target area in which additional federal funds are being used (other than compensatory education funds). The school program has been altered to some extent. School-Type F. (Program with reduced or eliminated resources).—It is a school in which compensatory education funds were reduced or eliminated and specific aspects of the previous project are still in operation. Startling results were found. Compensatory Education concepts and activities seem to be having a greater impact on regular education than on disadvantaged children. Why is this so? There may be several reasons. Middle-class parents have always had more access to and influnce on public education than low-income parents. Therefore, the pressure which they exert has resulted in programmatic and organizational changes. When such parents recognized the validity and potential of compensatory education for helping their children, they utilized a variety of channels to get the concepts and activities initiated in their local schools. It is interesting to note, also, that teachers in the more affluent schools have observed the new techniques and are requesting many of the activities, equipment and procedures to aide them in the teaching-learning situation. A major difference here is that the installation of a new program is not superimposed upon the classroom teacher, but is the result of her desire and request for it. Contrarily, in many Title I schools, and other projects, the program was handed down from the district office. Today public criticism is exerting a great deal of pressure on schools to be accountable for their products. In some instances, compensatory education activities are used as limited examples of ways to improve regular programs. Finally, it seems that the education system is exhibiting a degree of receptivity to change. This willingness is manifested in educators, administrators and teachers looking for new techniques and concepts. Districts are beginning to be willing to restructure existing activities and utilize regular funds, rather than adding on program with additional federal resources. Specifically, four areas were studied in depth. These included: strategies curriculum material and teaching 3. The process of involving parents and personnel in planning school programs 4. The employment of specialized staff GENERAL PROGRAM IMPACT While each of the four areas studied showed a positive impact on education generally, there were some areas that were very outstanding. The most profound impact was in the area of individualized instruction. For many years, educators have discussed the need to personalize instructional programs. Many factors influenced the slowness with which this apparent need is being achieved in education. Compensatory education seems to have provided the techniques, the procedures and the personnel for designing programs to meet individual needs and strengths of children. Middle-class schools also borrowed the variety of specific approaches to teaching reading and language development and utilized much of the multiethnic materials piloted in compensatory education. In terms of total program impact, community representatives indicated that the most significant effect in parent involvement in classroom activities and their participation on local advisory committees in helping to plan the school programs. On the other hand, administrators and teachers agreed that the most significant impact occurred in the areas of: Reading and language development. Use of teacher aides. School staff involvement in program planning. Staff development or inservice techniques such. Use of instructional specialists, i.e. reading and math. Preschool and early childhood emphasis Both professional staff and community representatives, (which included paraprofessionals) indicated a strong impact in the modification of existing curricula, class size reduction, use of student developed materials, multicultural books, and audio visuals aid. Teachers and parents stressed the importance of class size while administrators reported less impact and influence in this area. One of the primary benefits of ESEA, Title I has been the recognition of the need for private schools and early childhood education programs. Such impetus is not only benefiting programs for the disadvantaged, but have given rise to a new movement for early childhood education for all children. All of these and other innovations attest to the fact that the program for the disadvantaged is indeed aiding the advantaged child. INSERVICE EDUCATION IMPACT A close look at inservice education revealed that changing teacher behavior as well as providing resources and techniques for teachers were effective in compensatory programs. Among the element in inservice showing the greatest impact outside of operational program were the following: development and use of new instructional material. improvement of skills in teaching reading and math with emphasis on diagnosis. changing expectations of teachers toward individual instruction. on-the-job training, released time and reimbursement for staff develop ment. Techniques found to be least effective both in target schools and in impact on non-target schools were college courses. Workshops, school visitations and demonstration lessons were frequently replicated. One of the major requirements of compensatory education is evaluation-the documentation of the relative effectiveness of programs and activities. Systematic evaluation in terms of affect of children was a new and difficult challenge for schoolmen. It was not altogether unexpected that assessing the effect of a program would find its way into the mainstream of education. With the current accountability thrust, evaluation became a major vehicle for measuring the gains and cost benefits. Stating performance or behavioral objectives of a program is instituted widely beyond compensatory education. In fact, such have become a mandate in some regular district and other federally supported efforts. The impact of evaluation extends beyond the measurement procedures, but has increased staff accountability for program operation and progress of students. Modification of existing program is based on evaluative data. It would appear that education evaluation may serve as a primary catalyst for change and reform. INVOLVEMENT PROCESS-PARENTS, TEACHERS, ADMINISTRATORS The concept of involving parents in the policies and programs of education was as foreign as compensatory education itself. Prior to the era of antipoverty and compensatory education ventures, school programs were developed by district office personnel. Although middle class mothers have traditionally influenced school curricula and activities in rather specified ways, their interventions were usually informal. Replication of the "involvement process" has resulted in three distinct ways: Policy and parent advisory committees are operating in non-compensatory education schools. Middle class parents have initiated program development task forces for curricular planning with teachers. At the insistence of parents, compensatory education activities are being implemented in non-target schools. Many middle class parents view compensatory education as a vehicle for initiating innovative practices into their school programs. Another by-product appears to be manifested in the increased communication between lower and middle class parents. Perhaps the greatest impact of parental involvement relates to the increased accountability on the part of parents for the support of education for children. A joint effort is emerging which defines parents as partners in decision-making and in the lives of their children. The process of involving teachers and administrators in program planning established a trend. This emerging practice of localized participation by client and practitioner has been aided by educators and the public; especially teachers who want a voice in decision-making. PERSONNEL: PROFESSIONAL AND PARAPROFESSIONAL A fresh cadre of personnel have found their way into the public school arena with the advent of federal funds. The entree of paraprofessionals in the classroom has expanded the classroom walls to include the community. The use of teacher aides, community aides has not only changed the role of the classroom teacher, but has helped to improve communication between home and school and found to enhance the achievement of boys and girls. Teacher aides themselves have become interested in furthering their own education, and evidence indicates that their children are performing better in school. Recognition of the willingness of teacher and community aides to further their own lives was met by the enactment of the Career Opportunities Program by the U.S. Office of Education. This is a work-study program for teacher aides. Teacher aides are rapidly becoming a part of the public school establishment. The research revealed that most teachers are requesting the use of aides as long-sought-after helper in crowded classrooms. Aides are reIcruited in middle-class schools from the multitude of parents who remain home. They are utilized as paid aides and volunteers. Compensatory education has brought not only extra programs for children, but also additional assistance for teachers. Research indicates that the use of reading, language and mathematics specialists have tremendously increased in public schools with the advent of compensatory education. Such specialists usually work in learning centers where children with special needs are sent to receive specialized instruction on a daily basis. Learning centers are becoming a regular part of school programs. This suggests a recognition that not only are poor children deprived in our schools, but affluent children are also deprived. Tutors have, in many instances, flooded the education market-place-before schools, after school, during the day and evenings. These young people in an "each one-teach one" kind of relationship are making a tremendous impace on education generally. Many affluent schools have instituted the "study center" idea and are finding that assistance with the academic has resulted in improved achievement, greater self-confidence, positive self-concepts and increased motivation. It is found that tutors, as well as tutorees are benefiting. A new position of Home-School Coordinator was created in compensatory education's effort to establish a viable liaison between school and community. In schools outside of "target areas," this type of individual is employed and performs a valuable service in communication, intergroup relations and in mobilizing community resources. CIRCUMSTANCES OF REPLICATION The study further points out the duplication of such activities and elements takes place over several sets of circumstances and are influenced by the following: (1) the cost of the particular activity, (2) the degree of communication and staff pressure for the initiation of an idea (3) the ability of the district to utilize regular funds or to obtain additional resources, and (4) the flexibility and willingness of the district staff to alter and modify existing program and procedures. In addition to the curriculum staff and involvement procedures that have had a significant impact, such items as the institution of performance objectives, planning programs for individual schools, utilizing help from industry, evaluating programs and modification of them based upon the evaluation data, all seem to have gotten underway through the vehicle of compensatory efforts and are spreading district-wide. Such programs offer an opportunity to test the hypothesis to express new ideas and experiment with new concepts. WHAT COMPENSATORY PROGRAMS ACCOMPLISHED It is, therefore, concluded that compensatory education has gone in four different directions. It initiated trends in education; it developed models for other programs; it changed perceptions and attitudes towards disadvantaged children; and more importantly, it highlighted institutional methods and weaknesses. The researcher feels that compensatory education has served as a first step toward institutional change and education reform. IMPACT BY TYPE OF SCHOOL The types of schools that have had the greatest impact are those schools in which the total school population was involved in the total program. Such schools tended to serve as demonstration centers and their visibility became well known and established, therefore having a greater spill-over effect on general education. The schools with the next greater impact on general education were those in which a single grade level was served (junior high school) and the impact was felt not only in the school which operated the program, but schools surrounding the local institution. The typical "pull out" program had limited impact on the local school or schools outside the target area. But then, these objectives were to improve education for specifically identified children. Compensatory education, while moderately effective in educating the disadvantaged, is certainly effective in changing education for middle-class children. Closing the gap between the two groups is essential and a strong case is made for continuing compensatory in order to be more productive in upgrading the quality of education for children of the poor. As a result, all children will benefit from the flexible program with innovative features. Constant reassessment, change and commitment are imperative if compensatory education, or any kind of education, is to truly meet the needs of the children. NATIONAL RIGHT TO READ The Right to Read as a program will get underway in September 1971. It is emerging as a national effort to eliminate illiteracy. The National Right to Read Effort is a coordinated endeavor involving all segments of society, public and private, professional and non-professional, to ensure that in the next decade no American shall be denied a full and productive life because of an inability to read effectively. The major goal of the Right to Read Effort is to substantially increase functional literacy. By 1980, 99 percent of the people in the United States 16 years old, and 90 percent of the people over 16, will possess and use the reading competencies which an individual must have to function effectively as an adult. The target group for Right to Read is the under-achieving pupil or the functionally illiterate adult. The National Right to Read is a program designed to demonstrate, through the establishment of reading renewal programs, effective techniques for the elimination of reading deficiencies and, therefore, increase reading competencies, to assist in redirecting existing reading and reading-related programs, to highlight effective reading activities to inform the public that there is a nationwide reading problem; to determine what changes are required to accomplish the goal; to assist those who need to change to do so; to identify existing resources, public and private, which can be brought to bear on the problem: to make additional resources available. The Right to Read Effort is not a single reading program or a single reading authority or responsibility for overcoming reading handicaps from the state and local governments and the citizens of the community where the responsibility for education properly rests in this country. It does, however, require national leadership in revitalizing reading activities from preschool through adults. A major activity immediately will be the finalization of a master plan which will include strategies for achieving the goal of eliminating illiteracy by 1980. Considered education's moonshot, Right to Read endeavors to develop new delivery systems for providing leadership and service to state and local educational agencies. In terms of strategy, through a variety of reading renewal activities, the Right to Read Program will assist state and local agencies responsible for read ing and reading related programs to modify their reading instructional systems and practices. These renewal activities will assist SEA's in developing and implementing a delivery system to local agencies. Reading renewal activities will include: (1) Redirection activities in which the Right to Read would identify less than successful federally funded reading programs and design approaches to foster redirection and improvement; (2) promising practices ertension activities through which promising practices would be up-graded to effective, exemplary programs; (3) transition activities in which Right to Read would provide assistance to local agencies not receiving Federal funds to make the transition from their on-going unsuccessful programs to effective programs; (4) demonstrations centers in which effective programs and practices for specific target populations and/or specific administrative or organizational structures would be demonstrated and personnel trained to implement such programs and organizational structures in their respective local agencies; and (5) information and dissemination activities through which information about the Right to Read program and resource material about effective reading programs and practices would be disseminated throughout the country. Finally, Right to Read, without legislation, represents a new approach to solving an educational problem. I believe it has much potential for education reform. Just as programs of compensatory education have significantly influenced regular education; it is my opinion that Right to Read will not only improve education of those with reading difficulties, but will substantially change our reading practices and approaches with all children. (Recess.) Senator MONDALE. The committee will reconvene. The final witness this morning is the chairman of the New York City Board of Education, Mr. Isaiah Robinson. You may proceed. STATEMENT OF ISAIAH E. ROBINSON, PRESIDENT, BOARD OF EDUCATION, NEW YORK CITY Mr. ROBINSON. Senator Mondale, the staff of the Select Committee on Equal Educational Opportunity, I am exceedingly grateful for this opportunity to present my views about the crisis in urban education and to present some general thoughts on how to make education more effective, more responsive, and more sensitive to the needs of inner city children. I may say that my point of view is girded in years of experience as parent advocate for children and therefore it will not reflect the views of my colleagues on the Board of Education of New York City even though I am the newly elected president, first black president in the history of the industry. John Stuart Mill argued before the turn of the century that one of the horrors that might befall our democratic process is that it should fall victim to the tyranny of class legislation. It is against this statement as a backdrop that I offer my testimony. And I think it will present the major concerns that I have had over the past 15 or 20 years in that regardless of the kinds of money, the kinds of resources, services, or anything else, compensatory education or education in general for minority children in New York City is doomed to failure because of the political reality of New York City. BATTLEGROUND FOR MINORITY PARTICIPATION In the past decade, New York City's public schools have become a battleground dominated by the effort of minority parents to achieve participatory democracy in our school system. This struggle has in |