Achievement of adequate yearly progress (AYP) is crucial for all students due to the increased rigor of Common Core Standards and Keystone graduation requirements. Logically then, programs that can help students achieve AYP should be implemented to their fullest potential. This study investigated whether the Reading Apprenticeship (RA) framework…

"The No Child Left Behind Act of 2001" (PL 107-110) established the Reading First Program (Title I, Part B, Subpart 1), a major federal initiative designed to help ensure that all children can read at or above grade level by the end of third grade. Reading First (RF) builds upon research indicating that effective reading instruction on…

The Reading First (RF) Program was first and foremost designed to improve young students' reading skills, as reading proficiency is critical to students' success in school. Students must be able to read and comprehend text well in order to master subject matter taught in various content areas. Disproportionately large numbers of minority and…

Public schools are currently operating in a pressure-cooker of accountability systems in which they must teach students to high standards and meet ever increasing targets for student proficiency, or face increasingly severe sanctions. Into this mix is thrown educational technology and the funding for that technology. The literature espouses the…

The signing of the No Child Left Behind Act in 2002 has created "potholes" for elementary school administrators as they seek to make Adequate Yearly Progress on the Pennsylvania School System Assessment (PSSA). This study includes three rural Pennsylvania elementary school administrators implementing the mandates of the No Child Left…

In order to systemically improve student achievement in elementary literacy, a large urban school district partnered with a local university to develop a model for high-quality professional development that hopefully would result in long-term changes in teachers' literacy instructional/practices. Schools were selected based on their Adequate…

As part of a larger project to rethink the federal role in elementary and secondary education, the Center on Education Policy prepared this compendium, which summarizes the findings of major studies of the implementation and effects of the No Child Left Behind Act (NCLB) conducted by various organizations and agencies. The brief summaries are…

A bilingual program funded under Title VII and carried out in four Bronx, New York, elementary schools is the subject of this evaluation report. Staffing patterns, inservice training, and English as a Second Language classes for Spanish and Italian speaking parents are briefly described. Evaluative data tables are presented for student performance…

One of the originators of performance contracting explains how school districts can use that concept to attack difficult educational problems and meet the increasing demand that schools be held accountable for their educational product. The author argues that what he calls "educational engineering" will guarantee a basic level of achievement in…

This is one of three documents constituting the mandated Interim Report on the National Assessment of Title I. This Executive Summary describes the studies that comprise the National Assessment of Title I and provides executive summaries of the findings of Volumes I and II. Volume I, Implementation of Title I, focuses on implementation of key…

Based on observations of all Title I reading teachers participating in the Program for Optional Assignment in District 20K, Brooklyn, New York, this report summarizes the program's policies, practices, and student achievement results. The program proposal called for assigning special reading teachers to work with second through ninth grade…

Seven programs funded under Title I Umbrella and Impact Aid and carried out in elementary and intermediate/junior high schools of District 24, Queens, New York, are described in this report. The programs are: (1) Strengthened Basic Skills Program; (2) Diagnosis and Treatment of Reading Disabilities; (3) Diagnostic/Prescriptive Mathematics Program;…

Contents of this compendium of technical reports on 1969-1970 Los Angeles City School programs funded under ESEA Title 1 are organized by division. Division of Elementary Education programs include reading, mathematics, English as a second language, teacher-librarian, pre-kindergarten, kindergarten, Follow Through, Intergroup Relations, Parent…

This report, the result of five NSBA workshops on performance contracting, provides guidelines to assist school boards in meeting public demands for accountability. Part I explains the broad concept of accountability, describes the mechanics of a performance contract, and outlines a model approach for "turnkeying" a successfully…

COMPENSATORY EDUCATION ACTIVITIES IN MISSISSIPPI ARE EVALUATED IN THIS REPORT. IT IS FELT THAT DESPITE SUCH OPERATIONAL PROBLEMS AS A SHORTAGE OF INSTRUCTIONAL, SUPERVISORY, AND CLERICAL STAFF, TITLE I PROJECTS HAD CONSIDERABLE IMPACT ON THEIR PARTICIPANTS. IT IS REPORTED THAT THE LEVEL OF ATTAINMENT FOR ALL PUPILS INCREASED AT LEAST TWO MONTHS…