Abstract
Peterson successfully links compensatory education program evaluations to aptitude-treatment interaction (ATI) theory and research. This commentary locates AT1 theory and research in the context of the broader framework of instructional adaptation (i.e., perspectives on how instruction can be adapted to individual differences among learners) and discusses related program evaluation issues from this point of view. The discussion calls into question the appropriateness of the term compensatory education (CE) as a catchall for Chapter 1 and other so-called remedial programs.
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