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Show Report from Senate Educational Program 'Accepted7 m jjwi- III rHWiMMMWu;iiLi.iiiiiiti jj jiii-ii lull-... .--r-tr..i , 'JiG? g 4 ft ; -v, XT . '' Vv ' - Title I projects were encouraging encourag-ing students to continue their education. Nearly 20 per cent of the States noted improvements improve-ments in reading and other academic aca-demic subjects. Besides the increase in-crease in education the projects were also reported to have helped teachers learn to help culturally disadvantaged children child-ren more effectively and with "greater depth of understanding." understand-ing." The projects brought experienced, exper-ienced, retired teachers back to the schools," the report said. "They tapped community re-' sources for non-professional assistance, as-sistance, and they encouraged parents to participate in the educational ed-ucational process through special classes and home visits." Howe said, "Although for the most part the survey covered programs of only about four-months four-months duration, it is clear from the reports of the States that the Title I concept was soundly conceived and of tremendous benefit to the schools." reading and language skills, including in-cluding special programs for children we were unable to speak English or had marked difficulty with it. Most of the programs were located in public schools. However, some 526,611 students from poverty backgrounds enrolled en-rolled in private schools also benefited from Title I programs. The States made two major recommendations for improved operation of Title I. These recommendations rec-ommendations were that earlier and longer-term funding of the program by the Congress to coincide co-incide more closely with the school year rather than the fiscal fis-cal year, and the development of guidelines and regulations by the Office of Education prior to the start of each fiscal year. These recommendations were designed so as to give local school districts and the States more time to plan programs. California, which utilizes a widely-recognized testing system sys-tem said that the students improved im-proved in attitude, motivation and interest toward learning. Students tended to achieve a month's growth for every month of instruction. This was a marked mark-ed improvement of the average monthly growth of instruction before the program started. Other states reported that the A massive Federal program of educational aid to children in poverty areas has been widely accepted according to its first nationwide test, the U.S. Office of Education reported to Congress Con-gress last week. A summary of State reports on the first year of operation of the compensatory education program pro-gram under the Elementary and Secondary Education Act of 1965 was submitted by U. S. Commissioner Com-missioner of Education Harold Howe II. He described the billion-dollar educational effort under un-der Title I of the Act as "historical "his-torical and successful ..." The report based on the first national evaluation by all fifty states, three U. S. territories and the District of Columbia was given to Senator Lister Hill, chairman of the Committee on Labor and Public Welfare, and Representative Carl D. Perkins, chairman of the House Education Educa-tion and Labor Committee. Results Showed A summary of the survey of some 22,000 local educational projects showed that 8.3 million children were helped in programs pro-grams in 17,481 local school districts. Average expenditures per pupil amounted to $119. This was a significant increase in total pupil expenditures in many areas. The survey also showed that 200,000 new full and part-time teacher positions were created, and 180,000 subprofessionals, teacher aides and other personnel person-nel were employed full or part-time. part-time. , Programs included summer science camps, intensified remedial re-medial reading, visiting medical-dental teams, mobile libraries, librar-ies, language centers, night schools for dropouts, visits to zoo and cultural centers, use of computers in programmed learning, and scores of special programs" geared -to local needs and economic and social patterns. pat-terns. The majority of Title I projects were concerned with j He Parisian troupe of Les Productions d' formed entirely in original French. It centers Wt Aujourd' hui, directed by Edmond Tamiz will on the outrageous schemes of the likeable present Les Fourberies de Scapin Wednesday scoundrel, Scapin, and then deftly exploits . in Pioneer Memorial Theatre. Admission is the sparkling hilarity of the elaborate cense- 7j jj, The farce written by Moliere will be per- quences. |