Selecting Students and Services for Compensatory Education: Lessons From Aptitude-Treatment Interaction Research

Penelope L. Peterson*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

In this keynote review, we draw from recent theory and research on individual differences, learning, and instruction to answer questions about the selection of students and the provision of services in compensatory education. In addressing the question regarding provision of services to Chapter 1 students, we focus on five issues: (a) fragmentation versus integration of what is to be learned, (b) time as a variable, (c) the provision of direct instruction and possible alternatives to direct instruction, (d) compensatory education for aptitude processes, and (e) instructional grouping decisions. Current Chapter 1 services may promote fragmentation rather than integration of the academic content for the student. Moreover, Chapter 1 services focus more on teaching basic skills than on promoting higher-order thinking in reading and mathematics. We discuss problems associated with current selection procedures such as misclassification and “labeling” of Chapter 1 students. We conclude with recommendations for educational researchers and policymakers.

Original languageEnglish (US)
Pages (from-to)313-352
Number of pages40
JournalEducational Psychologist
Volume23
Issue number4
DOIs
StatePublished - Sep 1988

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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