ERIC Number: ED249232
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Does Pairing Schools Hurt Chapter 1 Students?
Carsrud, Karen Banks
This longitudinal study investigated the loss of Education Consolidation Improvement Act Chapter 1 services and its effect on student achievement in Austin Independent School District schools desegregated by court order through school pairing or revision of school attendance boundaries. The achievement of two groups of kindergarten through third grade students served by Title I prior to desegregation was measured across four years. Chapter 1 replaced Title I, but is the same program. One group was students remaining in TItile I/Chapter 1 schools, the other was students reassigned to non-Title I/Chapter 1 schools. Achievement was measured by 1980 Reading Total grade equivalent scores on the Iowa Test of Basic Skills. The 1980 pre-reading composite score on the Metropolitan Readiness Tests was used for the kindergarten pretest. Analyses showed students in the non-Chapter 1 schools had equal or higher posttest scores than students with the same pretest scores in Chapter 1 schools. Findings also: (1) support research suggesting beneficial effects for economically disadvantaged students in attending schools with larger percentages of economically advantaged students; and (2) indicate that the current method for selecting Chapter 1 schools has some utility. (BS)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Desegregation Effects, Economically Disadvantaged, Elementary School Students, Federal Programs, Federal Regulation, Longitudinal Studies, Outcomes of Education, Primary Education, School Desegregation
Office of Research and Evaluation, AISD, 6100 Guadalupe, Box 79, Austin, TX 78752.
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: Austin Independent School District, TX. Office of Research and Evaluation.
Identifiers: Austin Independent School District TX; Education Consolidation Improvement Act Chapter 1
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984). Small print in the flow chart, page 12.