Chapter 2 Support for Chapter 1 Program Improvement.

Autor/inn/en	Shields, Patrick M.; Anderson, Lee
Institution	SRI International, Menlo Park, CA.
Titel	Chapter 2 Support for Chapter 1 Program Improvement.
Quelle	(1991), (82 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Coordination; Economically Disadvantaged; Educational Change; Elementary Schools; Elementary Secondary Education; Federal Aid; Federal Legislation; Federal Programs; Low Achievement; Low Income Groups; Poverty; Program Administration; Program Improvement; School Districts; Secondary Schools; State Departments of Education; Arkansas; Connecticut; Pennsylvania + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Koordination; Bildungsreform; Elementary school; Grundschule; Volksschule; Bundesrecht; Unterdurchschnittliche Leistung; Armut; School district; Schulbezirk; Sekundarschule; Kultusministerium
Abstract	This study examines cases of overlap between federal Chapter 1 and Chapter 2 programs as reauthorized in the Hawkins-Stafford Elementary and Secondary School Improvements Amendments of 1988. Both chapters emphasize the creation of more effective schools through similar approaches. The study sample includes three states (Connecticut, Arkansas, and Pennsylvania) and 14 local school districts, most of which were using Chapter 2 funds to support Chapter 1 program improvement. The results show that Chapter 2 support for Chapter 1 program improvement in the sample states has positive short-term effects. The following benefits were observed: (1) local schools and districts receive support needed to reform services for low-achieving students; (2) state departments of education are able to support improvement efforts in their state's neediest schools; and (3) coordinated use of federal dollars targeted on improving the educational opportunities of children in poverty meet a central federal goal. However, these efforts are limited. No other states are known to be using funds in this way, and within these three states few districts are involved. Findings suggest that the Federal Government should not require Chapter 2 to support Chapter 1 and perhaps thereby cut off these creative, coordinated uses of federal funds. This document contains five tables and two figures. An appendix describes the study sample and data collection procedures. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC