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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 3 results
Implementing Districtwide Reform in Schools with Title I Schoolwide Programs: The First 2 Years of Children Achieving in Philadelphia.
Peer reviewed Peer reviewed
Wong, Kenneth K.; Sunderman, Gail L. – Journal of Education for Students Placed at Risk, 2000
Examines the interplay between the federal Title I schoolwide program and the first 2 years of a systemwide reform, Children Achieving, in high-poverty, urban Philadelphia schools. In spite of intense institutional competition and contention at the district level, there were major efforts to facilitate policy coordination at different levels of…
Descriptors: Academic Standards, Educational Change, Educational Policy, Elementary Secondary Education
The Longitudinal Achievement of Chapter I Students: Preliminary Evidence from the Prospects Study.
Peer reviewed Peer reviewed
Borman, Geoffrey D.; D'Agostino, Jerome V.; Wong, Kenneth K.; Hedges, Larry V. – Journal of Education for Students Placed at Risk, 1998
Documents the longitudinal achievement growth of Chapter I students based on nationally representative data from the Prospects Study, which focuses on two- and three-year patterns of Chapter I participation for as many as 40,000 students in three grade cohorts. Overall, significant positive results generally were restricted to the more advantaged…
Descriptors: Academic Achievement, Cohort Analysis, Compensatory Education, Disadvantaged Youth
Longitudinal Achievement and Chapter I Coordination in High-Poverty Schools: A Multilevel Analysis of the Prospects Data.
Peer reviewed Peer reviewed
D'Agostino, Jerome V.; Borman, Geoffrey D.; Hedges, Larry V.; Wong, Kenneth K. – Journal of Education for Students Placed at Risk, 1998
Used hierarchical linear modeling to study the relations between the degree of Chapter I and regular-program coordination in high-poverty schools and students' longitudinal achievements while controlling for the compositional features of the school. Findings reveal some areas in which high-poverty schools can influence the academic achievement of…
Descriptors: Academic Achievement, Compensatory Education, Disadvantaged Youth, Educational Change