New Directions for Chapter 1/Title 1.

Autor/in	Anstrom, Kris
Institution	National Clearinghouse for Bilingual Education, Washington, DC.
Titel	New Directions for Chapter 1/Title 1.
Quelle	1 (1995) 7, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Disadvantaged Environment; Elementary Secondary Education; English (Second Language); Ethnic Groups; Federal Legislation; Limited English Speaking; Minority Groups; National Programs; School Restructuring; Second Language Learning; Special Needs Students + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Ethnie; Bundesrecht; Ethnische Minderheit; nicht übertragen; Schulreformplan; Schulumwandlung; Zweitsprachenerwerb; Sonderpädagogischer Förderbedarf
Abstract	This report summarizes the results and impact of Title I and Chapter I reforms. In 1992-93, elementary and secondary students (n=6,403,054) participated in Chapter I in the United States; 17 percent of this population was limited English proficient (LEP). Although the program has helped many, educators and researchers have questioned the effectiveness of these programs in addressing the educational needs of disadvantaged students. This concern led to the Improving America's Schools Act of 1994, reform of Title I legislation, and the Goals 2000: Educate America Act. Title I mandated that States demonstrate challenging content and performance standards in math and reading or language arts because the basics-driven curriculum was no longer sufficient. Current reform has included curricular and instruction reform because Chapter I students were missing out on core academic instruction due to concentration on these subjects in pull-out programs. Use of in-class and extended time instruction has risen or been suggested, respectively, with the new reforms. Chapter 1 reforms also initiated increases in school-wide projects, greater inclusion of LEP students, and more teacher specialty training as well as greater flexibility and freedom at the school-level to design and implement these programs. Accountability and assessment have also been affected, and greater emphasis is now placed on school-parent-community partnerships. (Contains 12 references.) (NAV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC