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ERIC Number: ED438993
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
Implementation of Title I Schoolwide Programs in Four Rural Virginia Schools.
Ceperley, Patricia E.
A study examined factors related to effectiveness of rural Title I schoolwide programs by comparing two more-effective and two less-effective rural elementary schools--one in each of four Virginia districts. Effectiveness was determined by student achievement levels on standardized tests in comparison to the scores expected based on social and demographic characteristics. Schools were selected based on data that controlled for socioeconomic status, ethnicity, and attendance. Data gained from document analyses, site observations, and interviews with teachers, principals, district Title I coordinators, and parents indicate that more-effective schools had the following attributes: 1) the principal's leadership and attention to the quality of instruction; 2) a pervasive and broadly understood instructional focus; 3) an orderly, safe climate conducive to teaching and learning; 4) teacher behaviors that conveyed the expectation that all students would obtain at least minimum mastery; and 5) the use of measures of pupil achievement as the basis for program evaluation. Both of the more-effective schools were in districts that had a tradition of planning for continuous improvement and providing guidance and support for improvement efforts. Three tables depict characteristics of selected schools, class size, and factors examined in the four schools. (TD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Appalachia Educational Lab., Charleston, WV.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Identifiers - Location: Virginia
Identifiers - Laws, Policies, & Programs: Improving Americas Schools Act 1994 Title I