ERIC Number: ED399650
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Prospects: Chapter 1 Service Delivery Report.
Karweit, Nancy; Ricciuti, Anne
The Chapter 1 program represents the nation's largest federal investment in elementary and secondary schools. This report describes the operation of Chapter 1 services, with a focus on instructional practices and classroom organization. Specifically, the report describes how services differed by the poverty level of a school and by the type of delivery model utilized. The study followed large national samples of students in three grade cohorts. Information was collected from the students, their teachers, parents, principals, and school districts. Baseline data were collected on students in the first-grade cohort in autumn 1991 and on students in the third- and seventh-grade cohorts in spring 1992. The report is based on the 1992 first-year followup data. Findings indicate that high-and low-poverty schools differed in several important ways in which Chapter 1 services were organized and used. High-poverty schools were far more likely to use inclass service-delivery models, which allowed more time for instruction, disrupted service delivery less often, and created a greater emphasis on coordination between Chapter 1 and regular teachers. Teachers in high-poverty schools reported allocating more time for instruction and more consistent scheduling of Chapter 1 services than did their counterparts in low-poverty schools. The operation of Chapter 1 in high-poverty schools also encompassed a greater diversity of services than it did in low-poverty schools. However, high-poverty schools tended to follow traditional reading-instruction methods, experienced a more pronounced lack of basic supplies, and were less likely to have student access to computers. A total of 34 exhibits are included. The appendix contains 47 supporting tables. (Contains seven references.) (LMI)
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Sponsor: Department of Education, Washington, DC. Planning and Evaluation Service.
Authoring Institution: Abt Associates, Inc., Cambridge, MA.
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1