The Improving Basic Programs effort in Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA), is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency…

The Improving Basic Programs effort in Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on state…

The Title I, Part A program is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on challenging state academic achievement standards and assessments. The program's goal is to provide supplemental funding for educational programs and…

The Title I, Part A program is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on challenging state academic achievement standards and assessments. The program's goal is accomplished by providing supplemental funding for educational…

The Title I, Part A program is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on challenging state academic achievement standards and assessments. The program's goal is accomplished by providing supplemental funding for educational…

The purpose of this report is to evaluate the student achievement performance on the state's standardized tests and Houston Independent School District's (ISD's) norm-referenced tests for students in Title I, Part A schools. This report discusses student performance on the State of Texas Assessments of Academic Readiness (STAAR), Texas Assessment…

The "No Child Left Behind Act of 2001 (NCLB)" is designed to achieve an ambitious goal: All children will be proficient in reading and mathematics by the 2013-14 school year. A key strategy for achieving this goal is accountability. Based on findings from two federally funded studies--the Study of State Implementation of Accountability…

The purpose of the study was to determine the longitudinal effects of a Title I reading component on students in grades two through five from 1976 through 1980. The following questions were considered in the analysis of performance among reading participants: (1) Do the same students remain in Title I year after year? (2) Do students who…

This document contains statistical data related to Rhode Island's compensatory education programs. Included is information on (1) allocation of funds to communities; (2) public, private and parochial school eligibility; (3) numbers of eligible students; and (4) the availability of compensatory mathematics and reading programs. Also provided is a…

Five tables of data from the three surveys conducted during the 1970s by the National Assessment of Educational Progress are presented in this paper, with an interpretation of them regarding reading improvement. The paper provides comparative data from schools eligible and noneligible for Title I assistance across the following variables: age,…

This report on Compensatory Education (CE) examines the effect of home environment on academic achievement. Part one presents findings on the home environment and student achievement, parental awareness and participation in CE, parental involvement in the educational process, parent attitudes toward the child's education, school CE fund receipt…