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ERIC Number: ED317655
Record Type: Non-Journal
Publication Date: 1990
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Quality of Chapter 1 Instruction: Results from a Study of 24 Schools.
Rowan, Brian; Guthrie, Larry F.
This document comprises a study of compensatory education programs at the classroom level in 24 schools in 6 states. funded under Chapter 1 of the Education Consolidation and Improvement Act. The following issues were investigated: (1) instructional effectiveness; (2) the effect of local service delivery design on instructional quality; and (3) the extent and nature of coordination between Chapter 1 and regular instructional programs. The study sample comprised 17 elementary schools, 3 intermediate schools, and 4 high schools, of which 15 schools were located in urban areas, 4 in suburban areas, and 5 in rural areas in diverse geographic regions. Data were gathered from interviews with school staff and through over 2,000 hours of classroom observation. In general, program design was found to have very little effect on the total amount of time a student spent receiving instruction, but simply redistributed a fixed amount of instructional time across programs. The result was small gains for participants when compared to non-participants, despite the advantage of small class size. The wide variety of local program characteristics suggests the following implications for improvement: (1) improvement will occur on a site-by-site basis; (2) the amount of direct instruction or the nature of the curriculum is more likely to affect instructional quality than service delivery design; (3) add-on services would increase the amount of instructional time; (4) curriculum should be closely coordinated between Chapter 1 and regular instruction; (5) students should be exposed to higher-order thinking skills at all levels; and (6) secondary school programs should move away from self-paced instructional formats that rely on independent seatwork. Four tables of statistical data are included. A list of 33 references is appended. (FMW)
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1