Literaturnachweis - Detailanzeige
| Autor/in | Kober, Nancy |
|---|---|
| Titel | The Role and Impact of Chapter 1, ESEA, Evaluation and Assessment Practices. Part I: The Legal and Regulatory Framework for Chapter 1 Evaluation and Assessment; Part II: General Findings from Background Research; Part III: Case Studies; Part IV: Federal Policy Options. |
| Quelle | (1991), (131 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Compensatory Education; Economically Disadvantaged; Educational Assessment; Educational Finance; Educational History; Educational Policy; Educationally Disadvantaged; Elementary Secondary Education; Federal Legislation; Federal Programs; Program Evaluation; School Districts; Supplementary Education |
| Abstract | Chapter 1, Title I of the Elementary and Secondary Education Act of 1965 (ESEA) is the largest Federal program aiding elementary schools and secondary schools. Some 51,000 schools, including over 75% of the nation's elementary schools, receive Chapter 1 money, which they use to prove supplementary educational services to low-achieving students in poor neighborhoods. Evaluation requirements have been part of the authorizing law since it was first enacted. The 1988 amendments that govern the program today continue evaluation requirements. Chapter 1 offers an example of the way that Federal policy affects state and local decisions about evaluation and instruction. This study presents an overview of the role of evaluation in Chapter 1, a brief history of the evaluation requirements under Chapter 1, a description of the current evaluation and program improvement provisions, and an analysis of the cumulative effect of the Federal framework. This report includes the following parts: (1) the legal and regulatory framework for Chapter 1 evaluation and assessment; (2) general findings from background research; (3) case studies of the impact of Chapter 1 evaluation and assessment requirements on two local school districts; and (4) Federal policy options. Fifty-eight endnotes are listed. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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