Addresses the issue of Title I student assessment for at-risk students and the possible funding ramifications if Title I schools reduce the frequency and coverage of their assessments. It argues that continued Congressional funding of Title I programs will be difficult if sufficient assessments cannot reveal positive impact. (GR)

Argues that policy development framework for school reform under the Improving America's Schools Act of 1994 must occur in state and local settings and possess advocates for at-risk students who can enter the community dialog concerning education. Policies should focus on the classroom with administrators and teachers continually striving for…

What advocates have done in support of the policies fostered under Title I through its 30-year history must be reconsidered in order to influence policymakers. As advocates, educators must collaborate with their partners in the health and social service communities in pursuit of coherence and congruence of programs. (SLD)