The Effects of Current and Alternative Intra-District Allocation Procedures on Coverage of Disadvantaged Students. Working Paper.

Autor/inn/en	Hennessy, Michael; und weitere
Institution	Abt Associates, Inc., Cambridge, MA.
Titel	The Effects of Current and Alternative Intra-District Allocation Procedures on Coverage of Disadvantaged Students. Working Paper.
Quelle	(1978), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Compensatory Education; Economically Disadvantaged; Educational Finance; Educationally Disadvantaged; Elementary Secondary Education; Eligibility; Poverty; Program Costs + Suchen Sie Ihr Suchwort? Schulleistung; Kompensatorischer Unterricht; Bildungsfonds; Eignung; Armut
Abstract	The objectives of this paper were to examine the effects of current school and student selection procedures on the proportions of student groups that have access to and/or receive Elementary and Secondary Education Act Title I services and to explore the effects of actual and simulated alternative procedures on these proportions. Data from school districts that participated in a demonstration study of compensatory education were used. Under current regulations, poverty-based school selection criteria and achievement-based student selection procedures resulted in Title I services reaching a higher proportion of doubly disadvantaged (poor and low-achieving) students than any other group. However, a sizeable proportion of those with access to services remained unserved. Under an actual alteration of school and student selection procedures, the numbers of schools and/or students served was expanded. Two simulations were performed. The first, involving the substitution of district-defined achievement criteria for poverty criteria in the school selection process, resulted in larger numbers of educationally disadvantaged students having access to services. The second simulation, a manipulation of student selection procedures, resulted in proportions of students served that were not significantly different from those found under current regulations. (Author/MK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC