Prospects: Chapter 1 Service Delivery Report.

Autor/inn/en	Karweit, Nancy; Ricciuti, Anne
Institution	Abt Associates, Inc., Cambridge, MA.
Titel	Prospects: Chapter 1 Service Delivery Report.
Quelle	(1994), (201 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Categorical Aid; Classroom Techniques; Compensatory Education; Delivery Systems; Economically Disadvantaged; Educational Resources; Elementary Secondary Education; Federal Aid; Instructional Materials; Integrated Services; Poverty; Resource Allocation + Suchen Sie Ihr Suchwort? Klassenführung; Kompensatorischer Unterricht; Auslieferung; Bildungsmittel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Armut; Ressourcenallokation
Abstract	The Chapter 1 program represents the nation's largest federal investment in elementary and secondary schools. This report describes the operation of Chapter 1 services, with a focus on instructional practices and classroom organization. Specifically, the report describes how services differed by the poverty level of a school and by the type of delivery model utilized. The study followed large national samples of students in three grade cohorts. Information was collected from the students, their teachers, parents, principals, and school districts. Baseline data were collected on students in the first-grade cohort in autumn 1991 and on students in the third- and seventh-grade cohorts in spring 1992. The report is based on the 1992 first-year followup data. Findings indicate that high-and low-poverty schools differed in several important ways in which Chapter 1 services were organized and used. High-poverty schools were far more likely to use inclass service-delivery models, which allowed more time for instruction, disrupted service delivery less often, and created a greater emphasis on coordination between Chapter 1 and regular teachers. Teachers in high-poverty schools reported allocating more time for instruction and more consistent scheduling of Chapter 1 services than did their counterparts in low-poverty schools. The operation of Chapter 1 in high-poverty schools also encompassed a greater diversity of services than it did in low-poverty schools. However, high-poverty schools tended to follow traditional reading-instruction methods, experienced a more pronounced lack of basic supplies, and were less likely to have student access to computers. A total of 34 exhibits are included. The appendix contains 47 supporting tables. (Contains seven references.) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC