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ERIC Number: ED225102
Record Type: RIE
Publication Date: 1982-Dec-4
Pages: 20
Abstractor: N/A
Reference Count: 0
A Local Perspective on the New Chapter 1. Law: What is the Impact on Instructional Programs?
Bushner, Diane E.
The change from the Elementary and Secondary Education Act to Chapter 1 of the Education Consolidation Act raises issues concerning reading programs covered by the act. The purpose of both laws is to meet the special needs of educationally deprived children. The laws are similar in that they (1) promote teacher and parent involvement; (2) contain a mandate for a needs assessment, with a determination to identify specific objectives of the program; (3) specify the program be designed with sufficient size, scope, and quality; (4) mandate that educationally deprived children who have the greatest need be identified for service; (5) provide for the purchase of instructional materials to support the reading program; and (6) mandate evaluation. Nevertheless there are some differences between the two laws. In the Chapter 1 law, the role of parental involvement has been significantly diminished. Furthermore, the evaluation requirements for Chapter 1 are less specific since the law does not provide for aggregating the data across communities or states. (An appendix compares the two laws as they address the organizing elements of an instructional program in reading.) (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Education Consolidation Improvement Act Chapter 1; Elementary Secondary Education Act Title I
Note: Paper presented at the Annual Meeting of the Eastern Regional Conference of the International Reading Association (4th, Boston, MA, December 2-5, 1982).