Hard Work for Good Schools: Fact Not Fads in Title I Reform.

Sonst. Personen	Orfield, Gary (Hrsg.); DeBray, Elizabeth H. (Hrsg.)
Institution	Harvard Univ., Cambridge, MA.
Titel	Hard Work for Good Schools: Fact Not Fads in Title I Reform.
Quelle	(1999), (210 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Access to Education; Civil Rights; Educational Change; Educational Improvement; Educational Legislation; Educational Research; Elementary Secondary Education; Financial Support; High Risk Students; Poverty; Program Evaluation; School Districts; State Government; State Standards; Teacher Role + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Bürgerrechte; Grundrechte; Zivilrecht; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Bildungsrecht; Schulgesetz; Bildungsforschung; Pädagogische Forschung; Finanzielle Förderung; Problemschüler; Armut; Programme evaluation; Programmevaluation; School district; Schulbezirk; Bund-Länder-Beziehung; Lehrerrolle
Abstract	This collection of papers examines how to gain more from Title I's goal of improving educational opportunity for poor children, offering evidence about educational gains and underscoring the civil rights implications of this legislation. In preparing for the 1999 reauthorization of Title I, the Civil Rights Project at Harvard University commissioned research to examine this federal program. Papers include: "Strengthening Title I: Designing a Policy Based on Evidence" (Gary Orfleid); "Beyond Compensation: Rethinking Title I Based on Research" (Elizabeth H. DeBray); "Title I: From Funding Mechanism to Educational Program" (Gary Natriello and Edward L. McDill); "Making Title I More Effective: Lessons from Recent Research" (David Grissmer and Ann Flanagan); "Instruction, Poverty, and Performance" (Heather C. Hill, David K. Cohen, and Susan L. Moffitt); "Teacher Roles and Student Achievement in High- Poverty Schools: Implications for Title I Schoolwide Improvement" (Jerome V. D'Agostino); "How Title I Can Become the Engine of Reform in America's Schools" (Robert E. Slavin); "Older Students Also Need Major Federal Compensatory Education Resources" (James M. McPartland and Will J. Jordan); "Necessary District Support for Comprehensive School Reform" (Susan Bodilly and Mark Berends); "Title I and State Education Policy: High Standards for All Students?" (Tammi J. Chun and Margaret E. Goertz); "Concentration of Poverty and the Ongoing Need for Title I" (Stephen J. Schellenberg); "Selection and Evaluation of Locally Developed Versus Externally Developed Schoolwide Programs" (Steven M. Ross, Marty Alberg, and John Nunnery); "Overcoming the Cognitive Wall: Accelerating the Learning of Title I Students after Third Grade" (Stanley Pogrow); and "The Need for Developing Procedural Accountability in Title I Schoolwide Programs" (Margaret C. Wang, Kenneth K. Wong, and Jeong-Ran Kim). (Papers contain references.) (SM)
Anmerkungen	Civil Rights Project, Harvard University, 124 Mt. Auburn Street, Suite 400 South, Cambridge, MA 02138 ($15). Tel: 617-496-6367; Tel: 617-495-0139; Fax: 617-495-5210; E-mail: crp@harvard.edu; Web site: http://www.law.harvard.edu/civilrights.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC