Some perspectives on compensatory education and inequality - Austin, G.; Preston, D.; Stewart, W.; Baldwin, E.; Riggins, G.; Salyer, K.M. (Elsevier)
The writings of seem to reflect a great deal of pessimism about what compensatory education programs can do that will meaningfully affect society. Their pessimism seems to stem from the judgment that compensatory education has not been a success as an equalizer of opportunity, either social or economic, in society. These programs have been branded failures primarily on the basis of early evaluations such as the Westinghouse Study of Head Start. The authors review a number of more recent studies done in the United States and Europe and point out the complexity and magnitude of the task of compensatory education. They point out that later evaluations of Head Start and Follow Through Planned Variation, Sesame Street, and other programs are more optimistic. The article presents program descriptions and highlights philosophies and techniques that could benefit public education through their implementation.
http://dx.doi.org/10.1016/0361-476X(77)90034-0
Keywords: D; CL-CZ