An Analysis of ESEA Title I Data in New Jersey. Occasional Papers in Education.

Autor/in	Koffler, Stephen L.
Institution	New Jersey State Dept. of Education, Trenton. Div. of Research, Planning, and Evaluation.
Titel	An Analysis of ESEA Title I Data in New Jersey. Occasional Papers in Education.
Quelle	, (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Compensatory Education; Correlation; Data Analysis; Data Collection; Demography; Disadvantaged Youth; Educationally Disadvantaged; Elementary Secondary Education; Federal Aid; Mathematics; Preschool Education; Program Length; Reading; School Districts; Socioeconomic Status; State Programs; Student Teacher Ratio; Tables (Data); Teacher Salaries; New Jersey + Suchen Sie Ihr Suchwort? Schulleistung; Kompensatorischer Unterricht; Korrelation; Auswertung; Data capture; Datensammlung; Demografie; Benachteiligter Jugendlicher; Mathematik; Pre-school education; Vorschulerziehung; Leseprozess; Lesen; School district; Schulbezirk; Socio-economic status; Sozioökonomischer Status; Regierungsprogramm; Tabelle; Lehrerbesoldung; Lehrervergütung
Abstract	An extensive Elementary and Secondary Education Act (ESEA) Title I data base was developed in order to study the distribution and effect of Title I funds in New Jersey. The information in this data base was then analyzed in conjunction with information concerning reading and mathematics achievement, program adoption, and demography, to determine correlations with ESEA Title I programs. The following conclusions were drawn from the analysis: (1) Those school districts with higher average staff Title I salaries usually reported poorer performing students in both reading and mathematics. (2) Those districts with a larger ratio (more students per instructor) were the poorer performing districts. (3) Those schools allotting more time per student per instructor for Title I instruction were the better performing schools. (4) There was generally no association between achievement and number of compensatory education programs adopted. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC