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ERIC Number: ED223737
Record Type: Non-Journal
Publication Date: 1982
Pages: 122
Abstractor: N/A
Reference Count: N/A
Resource Allocation Study. Final Report. Draft.
Alum Rock Union Elementary School District, San Jose, CA.
A study in 18 schools in the Alum Rock (California) Union Elementary School District investigated the educational effects of differential distribution of compensatory resources and services to educationally disadvantaged pupils. The study focused on the relative effects on reading skills of two methods for resource targeting: (1) concentration, or the targeting of additional resources and services only to those pupils who meet the entitlement criteria in a school; and (2) saturation, or the distribution of additional resources and services to any and all pupils in the school. In addition, the study investigated the contextual and instructional conditions that might account for differences in reading skills. Classroom observations were conducted to examine (1) types of teacher and student activities; (2) time spent on instruction; (3) teacher-pupil interaction; (4) materials; (5) teachers' interpersonal styles; (6) instructional modes; and (7) group size. Data analysis indicated that concentrated services produced higher mean readinq scores than saturated services among fourth graders, although no significant differences were found among second graders; and that more time spent in noninstructional activities tended to lower reading scores. In general, however, the analysis did not identify the instructional components associated with the benefits of concentrated compensatory services. (Author/MJL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: California State Dept. of Education, Sacramento.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Alum Rock Union Elementary School District, San Jose, CA.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I