This study explored the effects of pedagogical approaches on Title I kindergarten students' executive function (EF) and academic achievement to test the hypothesis that children, especially those from low socioeconomic backgrounds, will benefit when purposeful play is incorporated into learning. Students in the play-based group generally had…

The role of play in early elementary education (K-2) generates dichotomous opinions, and more research is required to support efficacious pedagogical decision-making. This pilot study explored the effects of pedagogical approaches on Title I kindergarten students' executive function (EF) to test the hypothesis that children, especially those from…

Title I, Part A; Title II, Part A; and Title IV, Part A funds are provided to the Houston Independent School District (HISD) through the 2015 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the Every Student Succeeds Act (ESSA). All three funds focus on enhancing student achievement. Title I, Part A…

Title I, Part A, Title II, Part A, and Title IV, Part A funds are provided to the Houston Independent School District (HISD) through the 2015 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the Every Student Succeeds Act (ESSA). All three funds focus on enhancing student achievement: Title I, Part A…

Background/Context: Most reforms in elementary education rely on teacher learning and improved instruction to increase student learning. This study increases our understanding of which types of professional development effectively change teaching practice in ways that boost student achievement. Purpose/Objective/Research Question/Focus of Study:…

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in…

Children of Migrant and Seasonal Farmworkers (MSFWs) in the United States face educational challenges from language barriers and disjointed schooling due to migration and other factors. This quasi-experimental pretest/posttest study investigated whether summer Migrant Education Programs (MEP) could help prevent summer learning loss in English…

Purpose: The purpose of this case study was to determine key strategies in the areas of instructional leadership, communication, and empowerment used by the principals of selected high-poverty elementary schools in two high-poverty San Bernardino County school districts that exceeded their Academic Performance Index growth target score by forty or…

Project Concern is an experiment in educational intervention for children in those Hartford, Connecticut schools under Title I of the Elementary and Secondary Education Act. Begun in September, 1966, the program aims to achieve school desegregation objectives by busing Hartford students to schools in the suburbs and by busing students from schools…

Kansas City's Title I program features learning centers for older students and small tutorial groups for first and second graders and has effected consistently high achievement gains at low cost. The program's instructional design, courses of study, teacher training methods, incentives, learning center operation, and costs are described. (MJL)

This report evaluates the Portland Public Schools Title I preschool education program. Organized into four sections, the report provides comments and recommendations, a description of the program, a discussion of evaluation method and findings, and reports of a follow-up study of former program participants. The comments and recommendations…

This paper describes Detroit's "Peer Teachers as Mirrors and Monitors" project, a cost effective approach to increasing student achievement in mathematics and reading in grades one through four in Title I schools. The program consists of: (1) an observation/feedback system giving teachers data from their students' engaged-in-learning…

Self-teaching machines housed in trailer-classrooms were used for the fourth year to help 351 students in two Minneapolis Title I secondary schools improve their reading skills. A gain of 1.4 grade equivalent months by 25 percent of the students (using Gates-MacGinitie Comprehension tests) for each month on roll was the specific objective of the…

Self-teaching machines housed in trailer-classrooms were used for the third year to help 331 students in two Minneapolis Title I secondary schools improve their reading skills. A gain of one month or more in grade equivalents (using Gates-MacGinitie tests) for each month of attendance at the centers by at least 50 percent of the students was the…

The Intensive Learning Centers were installed in thirteen schools, eight of which were funded by ESEA Title I. The educational program consisted of placing two certified teachers in each classroom from kindergarten to grade two. High interest, high activity materials and an optimum amount of audio visual equipment were used. Program evaluation…