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Compensatory education offers supplementary programs or services designed to help children at risk of cognitive impairment and low educational achievement succeed.^[1]^[2]

Children at risk

Poor children do worse in school than their well-off peers. They are more likely to experience learning disabilities and developmental delays.^[3] Poor children score between 6 and 13 points lower on various standardized tests of IQ, verbal ability, and achievement.^[4] Poverty also has a negative impact on high-school graduation^[5] and college attendance.^[6] Children raised by a single parent, children who have more than two siblings, children by teenaged parents and children raised in poverty-stricken neighbourhoods are also at risk of low academic achievement.^[7]

How to help these children

Numerous programs have been created in order to help children at risk reach their full potential. Among the American programs of compensary education are Head Start, the Chicago Child-Parent Center Program, High/Scope, Abecedarian Early Intervention Project, SMART (Start Making a Reader Today), the Milwaukee Project and the 21st Century Community Learning Center. In Germany and Great Britain Early Excellence Centres are widely discussed programs of compensatory education. Not all of that programs have been proven to be effective. However scientists were able to identify social programmes that work.^[8] Among these are the High/Scope Perry Preschool Project,^[9]^[10]^[11] the Abecedarian Project,^[12]^[13]^[14]^[15]^[16] and SMART.^[17]^[18]

References

^ Katy Independent School district: Compensatory Education Archived 2008-05-17 at the Wayback Machine
^ Garber, Howard L. (1988): Milwaukee Project: Preventing Mental Retardation in Children at Risk
^ FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. "Archived copy" (PDF). Archived from the original (PDF) on 2008-05-28. Retrieved 2008-05-25. {{cite web}}: Unknown parameter |deadurl= ignored (|url-status= suggested) (help)CS1 maint: archived copy as title (link)
^ The Future of Children, Children and Poverty Vol. 7, No. 2 – Summer/Fall 1997 "Archived copy" (PDF). Archived from the original (PDF) on 2008-05-28. Retrieved 2008-05-25. {{cite web}}: Unknown parameter |deadurl= ignored (|url-status= suggested) (help)CS1 maint: archived copy as title (link)
^ Duncan, G.J., Yeung, W., Brooks-Gunn, J., and Smith, J.R. How much does childhood poverty affect the life chances of children? American Sociological Review, in press.
^ FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. "Archived copy" (PDF). Archived from the original (PDF) on 2008-05-28. Retrieved 2008-05-25. {{cite web}}: Unknown parameter |deadurl= ignored (|url-status= suggested) (help)CS1 maint: archived copy as title (link)
^ Hans Weiß: Frühförderung mit Kindern und Familien in Armutslagen. München/Basel: Ernst Reinhardt Verlag. ISBN 3-497-01539-3
^ Social Programs that work
^ Lawrence J. Schweinhart, Helen V. Barnes, and David P. Weikart. Significant Benefits: The High/Scope Perry Preschool Study Through Age 27 (High/Scope Press, 1993)
^ Lawrence J. Schweinhart, PhD. The High/Scope Perry Preschool Study Through Age 40: Summary, Conclusions, and Frequently Asked Questions (High/Scope Press 2004)
^ Perry Preschool Project (High-quality preschool for children from disadvantaged backgrounds) Archived 2008-06-17 at the Wayback Machine
^ Campbell, Frances A., Craig T. Ramey, Elizabeth Pungello, Joseph Sparling, and Shari Miller-Johnson. “Early Childhood Education: Young Adult Outcomes From the Abecedarian Project,” Applied Developmental Science, 2002, vol. 6, no. 1, pp. 42-57
^ Leonard N. Masse and W. Steven Barnett, A Benefit-Cost Analysis of the Abecedarian Early Childhood Intervention, New Brunswick, N.J.: National Institute for Early Education Research, 2002 "Archived copy" (PDF). Archived from the original (PDF) on 2003-03-15. Retrieved 2010-06-06. {{cite web}}: Unknown parameter |deadurl= ignored (|url-status= suggested) (help)CS1 maint: archived copy as title (link)
^ Campbell, Frances A., Elizabeth Pungello, Shari Miller-Johnson, Margaret Burchinal, and Craig T. Ramey. “The Development of Cognitive and Academic Abilities: Growth Curves From an Early Childhood Educational Experiment,” Developmental Psychology, 2001, vol. 37, no. 2, pp. 231-242
^ Abecedarian Project (High-quality child care/preschool for children from disadvantaged backgrounds) Archived March 12, 2005, at the Wayback Machine
^ FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. "Archived copy" (PDF). Archived from the original (PDF) on 2008-05-28. Retrieved 2008-05-25. {{cite web}}: Unknown parameter |deadurl= ignored (|url-status= suggested) (help)CS1 maint: archived copy as title (link)
^ Baker, Scott, Russell Gersten and Thomas Keating. When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training. Reading Research Quarterly, Volume 35, Number 4; Oct-Dec. 2000.
^ Social programs that work: SMART - Start Making a Reader Today (Volunteer tutoring program for at-risk readers in early elementary school)

External links

[1] Katy Independent School district: Compensatory Education Archived 2008-05-17 at the Wayback Machine

[2] Garber, Howard L. (1988): Milwaukee Project: Preventing Mental Retardation in Children at Risk

[3] FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. "Archived copy" (PDF). Archived from the original (PDF) on 2008-05-28. Retrieved 2008-05-25. {{cite web}}: Unknown parameter |deadurl= ignored (|url-status= suggested) (help)CS1 maint: archived copy as title (link)

[4] The Future of Children, Children and Poverty Vol. 7, No. 2 – Summer/Fall 1997 "Archived copy" (PDF). Archived from the original (PDF) on 2008-05-28. Retrieved 2008-05-25. {{cite web}}: Unknown parameter |deadurl= ignored (|url-status= suggested) (help)CS1 maint: archived copy as title (link)

[5] Duncan, G.J., Yeung, W., Brooks-Gunn, J., and Smith, J.R. How much does childhood poverty affect the life chances of children? American Sociological Review, in press.

[6] FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. "Archived copy" (PDF). Archived from the original (PDF) on 2008-05-28. Retrieved 2008-05-25. {{cite web}}: Unknown parameter |deadurl= ignored (|url-status= suggested) (help)CS1 maint: archived copy as title (link)

[7] Hans Weiß: Frühförderung mit Kindern und Familien in Armutslagen. München/Basel: Ernst Reinhardt Verlag. ISBN 3-497-01539-3

[8] Social Programs that work

[9] Lawrence J. Schweinhart, Helen V. Barnes, and David P. Weikart. Significant Benefits: The High/Scope Perry Preschool Study Through Age 27 (High/Scope Press, 1993)

[10] Lawrence J. Schweinhart, PhD. The High/Scope Perry Preschool Study Through Age 40: Summary, Conclusions, and Frequently Asked Questions (High/Scope Press 2004)

[11] Perry Preschool Project (High-quality preschool for children from disadvantaged backgrounds) Archived 2008-06-17 at the Wayback Machine

[12] Campbell, Frances A., Craig T. Ramey, Elizabeth Pungello, Joseph Sparling, and Shari Miller-Johnson. “Early Childhood Education: Young Adult Outcomes From the Abecedarian Project,” Applied Developmental Science, 2002, vol. 6, no. 1, pp. 42-57

[13] Leonard N. Masse and W. Steven Barnett, A Benefit-Cost Analysis of the Abecedarian Early Childhood Intervention, New Brunswick, N.J.: National Institute for Early Education Research, 2002 "Archived copy" (PDF). Archived from the original (PDF) on 2003-03-15. Retrieved 2010-06-06. {{cite web}}: Unknown parameter |deadurl= ignored (|url-status= suggested) (help)CS1 maint: archived copy as title (link)

[14] Campbell, Frances A., Elizabeth Pungello, Shari Miller-Johnson, Margaret Burchinal, and Craig T. Ramey. “The Development of Cognitive and Academic Abilities: Growth Curves From an Early Childhood Educational Experiment,” Developmental Psychology, 2001, vol. 37, no. 2, pp. 231-242

[15] Abecedarian Project (High-quality child care/preschool for children from disadvantaged backgrounds) Archived March 12, 2005, at the Wayback Machine

[16] FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. "Archived copy" (PDF). Archived from the original (PDF) on 2008-05-28. Retrieved 2008-05-25. {{cite web}}: Unknown parameter |deadurl= ignored (|url-status= suggested) (help)CS1 maint: archived copy as title (link)

[17] Baker, Scott, Russell Gersten and Thomas Keating. When less may be more: A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training. Reading Research Quarterly, Volume 35, Number 4; Oct-Dec. 2000.

[18] Social programs that work: SMART - Start Making a Reader Today (Volunteer tutoring program for at-risk readers in early elementary school)

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-'''Compensatory education''' offers supplementary programs or services designed to help children at risk of cognitive impairment and low educational achievement succeed.<ref>Katy Independent School district: [http://www.katyisd.org/Curriculum/comp_educ.htm Compensatory Education]</ref><ref>Garber, Howard L. (1988): Milwaukee Project: Preventing Mental Retardation in Children at Risk</ref>
+'''Compensatory education''' offers supplementary programs or services designed to help children at risk of cognitive impairment and low educational achievement succeed.<ref>Katy Independent School district: [http://www.katyisd.org/Curriculum/comp_educ.htm Compensatory Education] {{webarchive|url=https://web.archive.org/web/20080517171230/http://www.katyisd.org/curriculum/comp_educ.htm |date=2008-05-17 }}</ref><ref>Garber, Howard L. (1988): Milwaukee Project: Preventing Mental Retardation in Children at Risk</ref>
 ==Children at risk==
 Poor children do worse in school than their well-off peers. They are more likely to experience learning
-disabilities and developmental delays.<ref>FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. [http://www.fpg.unc.edu/~snapshots/snap42.pdf]</ref> Poor children score between 6 and 13 points lower on various standardized tests of IQ, verbal ability, and achievement.<ref>The Future of Children, Children and Poverty Vol. 7, No. 2 – Summer/Fall 1997 [http://www.futureofchildren.org/usr_doc/vol7no2ART4.pdf]</ref> Poverty also has a negative impact on high-school graduation<ref>Duncan, G.J., Yeung, W., Brooks-Gunn, J., and Smith, J.R. How much does childhood poverty affect the life chances of children? American Sociological Review, in press.</ref> and college attendance.<ref>FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. [http://www.fpg.unc.edu/~snapshots/snap42.pdf]</ref>
+disabilities and developmental delays.<ref>FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. {{cite web |url=http://www.fpg.unc.edu/~snapshots/snap42.pdf |title=Archived copy |accessdate=2008-05-25 |deadurl=yes |archiveurl=https://web.archive.org/web/20080528123929/http://www.fpg.unc.edu/~snapshots/snap42.pdf |archivedate=2008-05-28 |df= }}</ref> Poor children score between 6 and 13 points lower on various standardized tests of IQ, verbal ability, and achievement.<ref>The Future of Children, Children and Poverty Vol. 7, No. 2 – Summer/Fall 1997 {{cite web |url=http://www.futureofchildren.org/usr_doc/vol7no2ART4.pdf |title=Archived copy |accessdate=2008-05-25 |deadurl=yes |archiveurl=https://web.archive.org/web/20080528123929/http://www.futureofchildren.org/usr_doc/vol7no2ART4.pdf |archivedate=2008-05-28 |df= }}</ref> Poverty also has a negative impact on high-school graduation<ref>Duncan, G.J., Yeung, W., Brooks-Gunn, J., and Smith, J.R. How much does childhood poverty affect the life chances of children? American Sociological Review, in press.</ref> and college attendance.<ref>FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. {{cite web |url=http://www.fpg.unc.edu/~snapshots/snap42.pdf |title=Archived copy |accessdate=2008-05-25 |deadurl=yes |archiveurl=https://web.archive.org/web/20080528123929/http://www.fpg.unc.edu/~snapshots/snap42.pdf |archivedate=2008-05-28 |df= }}</ref>
 Children raised by a single parent, children who have more than two siblings, children by [[teenage pregnancy|teenaged parents]] and children raised in poverty-stricken neighbourhoods are also at risk of low academic achievement.<ref>Hans Weiß: Frühförderung mit Kindern und Familien in Armutslagen. München/Basel: Ernst Reinhardt Verlag. {{ISBN|3-497-01539-3}}</ref>
 ==How to help these children==
-Numerous programs have been created in order to help children at risk reach their full potential. Among the American programs of compensary education are [[Head Start Program|Head Start]], the Chicago Child-Parent Center Program, [[High/Scope]], [[Abecedarian Early Intervention Project]], [[Start Making a Reader Today|SMART (Start Making a Reader Today)]], the [[Milwaukee Project]] and the [[21st Century Community Learning Center]].  In Germany and Great Britain Early Excellence Centres are widely discussed programs of compensatory education. Not all of that programs have been proven to be effective. However scientists were able to identify social programmes that work.<ref>[http://www.evidencebasedprograms.org/ Social Programs that work]</ref> Among these are the [[High/Scope]] Perry Preschool Project,<ref>Lawrence J. Schweinhart, Helen V. Barnes, and David P. Weikart.  Significant Benefits:  The High/Scope Perry Preschool Study Through Age 27 (High/Scope Press, 1993)</ref><ref>Lawrence J. Schweinhart, PhD.  The High/Scope Perry Preschool Study Through Age 40:  Summary, Conclusions, and Frequently Asked Questions (High/Scope Press 2004)</ref><ref>[http://www.evidencebasedprograms.org/Default.aspx?tabid=32 Perry Preschool Project (High-quality preschool for children from disadvantaged backgrounds)]</ref> the Abecedarian Project,<ref>Campbell, Frances A., Craig T. Ramey, Elizabeth Pungello, Joseph Sparling, and Shari Miller-Johnson. “Early Childhood Education: Young Adult Outcomes From the Abecedarian Project,” [[Applied Developmental Science]], 2002, vol. 6, no. 1, pp. 42-57</ref><ref>Leonard N. Masse and W. Steven Barnett,   A Benefit-Cost Analysis of the Abecedarian Early Childhood Intervention,   New Brunswick, N.J.: National Institute for Early Education Research, 2002 [http://nieer.org/resources/research/AbecedarianStudy.pdf]</ref><ref>Campbell, Frances A., Elizabeth Pungello, Shari Miller-Johnson, Margaret Burchinal, and Craig T. Ramey.  “The Development of Cognitive and Academic Abilities: Growth Curves From an Early Childhood Educational Experiment,” Developmental Psychology, 2001, vol. 37, no. 2, pp. 231-242</ref><ref>[http://www.evidencebasedprograms.org/Default.aspx?tabid=33 Abecedarian Project (High-quality child care/preschool for children from disadvantaged backgrounds)] {{webarchive |url=https://web.archive.org/web/20050312004645/http://www.evidencebasedprograms.org/Default.aspx?tabid=33 |date=March 12, 2005 }}</ref><ref>FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. [http://www.fpg.unc.edu/~snapshots/snap42.pdf]</ref> and SMART.<ref>Baker, Scott, Russell Gersten and Thomas Keating.  When less may be more:  A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training.  Reading Research Quarterly, Volume 35, Number 4; Oct-Dec. 2000.</ref><ref>[http://evidencebasedprograms.org/wordpress/?page_id=85 Social programs that work: SMART - Start Making a Reader Today (Volunteer tutoring program for at-risk readers in early elementary school)]</ref>
+Numerous programs have been created in order to help children at risk reach their full potential. Among the American programs of compensary education are [[Head Start Program|Head Start]], the Chicago Child-Parent Center Program, [[High/Scope]], [[Abecedarian Early Intervention Project]], [[Start Making a Reader Today|SMART (Start Making a Reader Today)]], the [[Milwaukee Project]] and the [[21st Century Community Learning Center]].  In Germany and Great Britain Early Excellence Centres are widely discussed programs of compensatory education. Not all of that programs have been proven to be effective. However scientists were able to identify social programmes that work.<ref>[http://www.evidencebasedprograms.org/ Social Programs that work]</ref> Among these are the [[High/Scope]] Perry Preschool Project,<ref>Lawrence J. Schweinhart, Helen V. Barnes, and David P. Weikart.  Significant Benefits:  The High/Scope Perry Preschool Study Through Age 27 (High/Scope Press, 1993)</ref><ref>Lawrence J. Schweinhart, PhD.  The High/Scope Perry Preschool Study Through Age 40:  Summary, Conclusions, and Frequently Asked Questions (High/Scope Press 2004)</ref><ref>[http://www.evidencebasedprograms.org/Default.aspx?tabid=32 Perry Preschool Project (High-quality preschool for children from disadvantaged backgrounds)] {{webarchive|url=https://web.archive.org/web/20080617155526/http://www.evidencebasedprograms.org/Default.aspx?tabid=32 |date=2008-06-17 }}</ref> the Abecedarian Project,<ref>Campbell, Frances A., Craig T. Ramey, Elizabeth Pungello, Joseph Sparling, and Shari Miller-Johnson. “Early Childhood Education: Young Adult Outcomes From the Abecedarian Project,” [[Applied Developmental Science]], 2002, vol. 6, no. 1, pp. 42-57</ref><ref>Leonard N. Masse and W. Steven Barnett,   A Benefit-Cost Analysis of the Abecedarian Early Childhood Intervention,   New Brunswick, N.J.: National Institute for Early Education Research, 2002 {{cite web |url=http://nieer.org/resources/research/AbecedarianStudy.pdf |title=Archived copy |accessdate=2010-06-06 |deadurl=yes |archiveurl=https://web.archive.org/web/20030315145225/http://nieer.org/resources/research/AbecedarianStudy.pdf |archivedate=2003-03-15 |df= }}</ref><ref>Campbell, Frances A., Elizabeth Pungello, Shari Miller-Johnson, Margaret Burchinal, and Craig T. Ramey.  “The Development of Cognitive and Academic Abilities: Growth Curves From an Early Childhood Educational Experiment,” Developmental Psychology, 2001, vol. 37, no. 2, pp. 231-242</ref><ref>[http://www.evidencebasedprograms.org/Default.aspx?tabid=33 Abecedarian Project (High-quality child care/preschool for children from disadvantaged backgrounds)] {{webarchive |url=https://web.archive.org/web/20050312004645/http://www.evidencebasedprograms.org/Default.aspx?tabid=33 |date=March 12, 2005 }}</ref><ref>FPG Snapshot; No. 42, April 2007 - Poverty and Early Childhood Intervention. {{cite web |url=http://www.fpg.unc.edu/~snapshots/snap42.pdf |title=Archived copy |accessdate=2008-05-25 |deadurl=yes |archiveurl=https://web.archive.org/web/20080528123929/http://www.fpg.unc.edu/~snapshots/snap42.pdf |archivedate=2008-05-28 |df= }}</ref> and SMART.<ref>Baker, Scott, Russell Gersten and Thomas Keating.  When less may be more:  A 2-year longitudinal evaluation of a volunteer tutoring program requiring minimal training.  Reading Research Quarterly, Volume 35, Number 4; Oct-Dec. 2000.</ref><ref>[http://evidencebasedprograms.org/wordpress/?page_id=85 Social programs that work: SMART - Start Making a Reader Today (Volunteer tutoring program for at-risk readers in early elementary school)]</ref>
 ==See also==
@@ Line 20: / Line 20: @@
 ==External links==
 * [http://www.evidencebasedprograms.org/ Social Programs that Work]
-* [http://www.fpg.unc.edu/~snapshots/snap42.pdf Poverty and Early childhood Intervention]
+* [https://web.archive.org/web/20080528123929/http://www.fpg.unc.edu/~snapshots/snap42.pdf Poverty and Early childhood Intervention]
 * [https://query.nytimes.com/gst/fullpage.html?res=9E0CE5DD103DF937A35750C0A964958260  New Head Start Studies Raise Question on Help: Should Fewer Get More?]
 * [http://www.ericdigests.org/1993/urban.htm Helping Young Urban Parents Educate Themselves and Their Children. ERIC/CUE Digest, Number 85]
-* [http://www.surestart.gov.uk/surestartservices/settings/earlyexcellencecentres/ Early excellence centres]
+* [https://web.archive.org/web/20080703220147/http://www.surestart.gov.uk/surestartservices/settings/earlyexcellencecentres/ Early excellence centres]
 [[Category:Education issues]]