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ERIC Number: ED446191
Record Type: Non-Journal
Publication Date: 2000
Pages: 61
Abstractor: N/A
Reference Count: N/A
Stepping Up to the Challenge: Case Studies of Educational Improvement in Title I Secondary Schools.
Rubenstein, Michael C.; Wodatch, Jessica K.
This study examined the role of Title I in 18 secondary schools (9 intermediate and 9 high schools) that serve disadvantaged students, are engaged in comprehensive school improvement efforts, and have consistently high or improving student achievement. The study was prompted by the changes to Title I under the 1994 Improving America's Schools Act. The schools in the study reflect geographic and racial or ethnic diversity and use varied approaches to school improvement. Data were collected in 3-day site visits, with interviews with administrators and instructional staff. The schools relied on three major strategies to improve and maintain the quality of teaching in their classrooms: (1) providing teachers with multiple opportunities to expand their professional expertise; (2) instituting school accountability systems that require students to demonstrate their intellectual growth; and (3) using data collection and analysis to guide the school's decisions. The larger middle schools and half of the high schools created smaller learning communities to combat the impersonality of the large schools. They attempted to engage students in the life of the school, offered support services for students, and made strong efforts to involve parents. For the schools in the study, Title I provided valuable academic assistance, and, although Title I played a limited role in supporting other elements of schoolwide improvement efforts, it did not impede such efforts. District Title I coordinators exerted minimal control over the schools' use of Title I resources. The findings show that if federal policymakers want Title I to play a prominent role in promoting higher standards and improved achievement in secondary schools, they will have to find ways to give the program more leverage in the schools. Implications for federal, state, and local policies are discussed. (Contains 21 references.) (SLD)
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC. Planning and Evaluation Service.
Authoring Institution: Policy Studies Associates, Inc., Washington, DC.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I