A Descriptive Picture of Minnespolis Public Schools' Title I Special Learning and Behavior Problem Students 1971-1972. [Report No.: C-71-77

Autor/in	Bergeth, Robert
Institution	Minneapolis Public Schools, Minn. Dept. of Research and Evaluation.
Titel	A Descriptive Picture of Minnespolis Public Schools' Title I Special Learning and Behavior Problem Students 1971-1972. [Report No.: C-71-77
Quelle	(1972), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Behavior Problems; Educational Testing; Elementary Education; Elementary School Students; Emotional Problems; Learning Problems; Mathematics Instruction; Public Schools; Reading Instruction; Research Reports; Special Programs; Student Characteristics + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementarunterricht; Lernproblem; Mathematics lessons; Mathematikunterricht; Public school; Öffentliche Schule; Leseunterricht; Research report; Forschungsbericht; Sonderpädagogische Förderung
Abstract	A descriptive picture of the students in the Minneapolis Public Schools' Special Learning and Behavior Problems (SLBP) Title I ESEA program is presented. Eighteen Title I teachers trained in special learning and behavior problems work in Target Area elementary schools. SLBP teachers provide individual instruction for children with severe learning and behavior problems which retard academic progress but do not necessitate placement in special education classes. The teachers work mainly on reading problems, but also work on math problems. The teachers also attempt to help a student who has some emotional or social problems. A total of 19 Title I schools with 325 SLBP children and 211 students who, according to teachers, could benefit by placement into the program were studied. The third and fourth grades had the largest number of students in the program. The typical SLBP student was a white male who had been enrolled in the program for about 10 months and who had a good chance of not living in a home where both parents resided. His parents had a strong possibility of receiving AFDC assistance, and there was a larger than average number of children in the family. He performs poorly on standardized achievement tests in reading and math. He does better orn activities which are nonverbal in nature. Recommendations are made. (Author/CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01