ERIC Number: ED293958
Record Type: Non-Journal
Publication Date: 1986-Sep-30
A Study of Categorical Program Participation of Chapter 1 Students.
Plato, Kathleen; And Others
This study reviews the extent to which students served by Chapter 1 also received services from other categorical programs. In addition, the characteristics and achievement levels of the singly and multiply served students were reviewed. Findings include the following: (1) children served in two programs are usually served in two different subjects; (2) Chapter 1 migrant students are more likely served by more than one program than Chapter 1 regular students; (3) multiply-served students scored lower in reading and mathematics than did singly-served students; (4) there is a dramatic decrease in special program services in grades 8 and 10 even though test scores at those grades show that students do not have a decreased need for such services; (5) students served in categorical programs are older and more likely male than students not served; (6) multiply-served students tend to be older than singly-served students; (7) Hispanics dominate the Chapter 1 migrant population, and Asians dominate the bilingual population; (8) self-reported absentee rates among special program students do not differ from those of the general population; (9) special program students are less likely to have preschool experiences or day care than the general population; (10) evidence of behavioral problems were present in the records of both the singly- and multiply-served child; and (11) students served by one special program appear to be experiencing only moderate academic difficulty; multiple services were reserved for the most seriously troubled students. Data are presented on 66 tables and figures. Appendices present the survey instruments. (BJV)
Descriptors: Academic Achievement, Age Differences, American Indians, Asian Americans, Attendance, Bilingual Students, Black Students, Compensatory Education, Day Care, Early Experience, Elementary School Students, Elementary Secondary Education, Federal Programs, Hispanic Americans, Mainstreaming, Mathematics Achievement, Migrant Children, Minority Group Children, Program Effectiveness, Program Evaluation, Racial Differences, Reading Achievement, School Holding Power, Secondary School Students, Sex Differences, Student Attitudes, Student Behavior, Student Characteristics, Student Evaluation, Student Participation, White Students
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Washington Office of the State Superintendent of Public Instruction, Olympia.
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1