Literaturnachweis - Detailanzeige
| Sonst. Personen | Keesling, J. Ward (Hrsg.) |
|---|---|
| Institution | Advanced Technology, Inc., Reston, VA. |
| Titel | A Study of Intergovernmental Relations in Compensatory Education. |
| Quelle | (1985), (100 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Compensatory Education; Educational Change; Educational Objectives; Elementary Secondary Education; Federal Aid; Federal State Relationship; Parent Participation; Private Schools; Program Effectiveness; Program Evaluation; Program Implementation; Public Schools; School Districts; State School District Relationship |
| Abstract | This study's major purpose was to examine intergovernmental relations in the context of compensatory education through an investigation of how far selected Title I operative goals were institutionalized, and the implications of such institutionalization (or lack of it) for stability or change of practices under Chapter 1. Three categories of goals were examined: (1) those changed substantially by Chapter 1 legislation; (2) those that were expected to change greatly but did not; and (3) those that Chapter 1 legislation did not change greatly. Analysis of the available data (from existing research reports and databases and from interviews with Federal, State, and local officials) yielded three major findings. First, of the category 1 goals--comparability, evaluation, parental involvement, and State monitoring and auditing--all of which were highly specified under Title I, only evaluation was sufficiently institutionalized to be retained in the Chapter 1 era. Second, although the category 2 goals--targeting of services to low-income areas and to educationally disadvantaged students--were never precisely defined under Title I, and the practices Title I administrators put into place fell short of meeting those goals, there is little evidence that these practices are changing under Chapter 1. And finally, the category 3 goals--services to nonpublic students, "supplement not supplant," and concentration of services--were never fully implemented under Title I and there is little evidence regarding changes under Chapter 1. It is concluded that although specific Federal requirements may lead to greater compliance, they do not necessarily lead to institutionalization. (CMG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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