Study of Title I Schoolwide and Targeted Assistance Programs: Final Report

Autor/inn/en	Le Floch, Kerstin Carlson; Levin, Jesse; Atchison, Drew; Tanenbaum, Courtney; Hurlburt, Steven; Manship, Karen; Stullich, Stephanie
Institution	Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service; American Institutes for Research (AIR)
Titel	Study of Title I Schoolwide and Targeted Assistance Programs: Final Report
Quelle	(2018), (172 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; Elementary Secondary Education; Educational Legislation; Low Achievement; Poverty; Resource Allocation; Low Income Students; Federal Aid; Student Needs; School Personnel; Participative Decision Making; Institutional Characteristics; Student Characteristics; Principals; Expenditures; Paraprofessional School Personnel; Teachers; Institutional Autonomy; Intervention; School Districts + Suchen Sie Ihr Suchwort? Bundesrecht; Bildungsrecht; Schulgesetz; Unterdurchschnittliche Leistung; Armut; Ressourcenallokation; Schulpersonal; Principal; Schulleiter; Ausgaben; Lehrer; Lehrerin; Lehrende; Institutionelle Autonomie; School district; Schulbezirk
Abstract	The original purpose of the Title I program of the "Elementary and Secondary Education Act of 1965" (ESEA) was to provide supplemental services to assist low-achieving students in high-poverty schools, and schools were required to target Title I funds specifically to serve such students. In 1978, the schoolwide program (SWP) option was introduced to provide high-poverty schools with the flexibility to use Title I funds for whole-school approaches to improving achievement for all students in schools with high concentrations of poverty, particularly low-achieving students. Unlike schools using the traditional targeted assistance program (TAP) approach, SWP schools are allowed to consolidate Title I funds with those from other federal, state, and local sources and are not required to ensure that the funds are spent only for specific students identified as low achieving. This study examined how SWPs use their flexibility to design schoolwide services and strategies to address the needs of students who are low achieving and compare these practices with those used by TAP schools. Specifically, the data collected for this study provide insight into the types of services that are supported by Title I funds in SWP and TAP schools, the decision-making processes that inform the use of funds, and the extent to which Title I funds are consolidated or coordinated with other funding sources to support improved student outcomes. [For the results in brief, see ED613345.] (ERIC).
Anmerkungen	Office of Planning, Evaluation and Policy Development, US Department of Education. Available from: ED Pubs. Education Publications Center, US Department of Education, NTIS, P.O. Box 22207, Alexandria, VA 22304. Tel: 877-433-7827; Fax: 703-605-6794; e-mail
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11