The world has evolved dramatically since the public school schedule first took root. When the school day first evolved, millions of children--many as young as 10 years old--worked, and most mothers stayed at home. Today, child labor for the most part is outlawed, and 75 percent of women with school-age children work. But in many ways, schools have…

Examines how the federal accountability mandates affect the design and implementation of Title I schoolwide programs in three urban school districts: Chicago, Cleveland, and Detroit. Using case studies developed in each district, examines Title I schoolwide programs within the context of state and district policies adopted to meet the federal…

In this study, research focused upon four major areas: (1) the impact of variations in State allocation formulas; (2) the influence of district level hold harmless positions on the distribution of Title I funds to districts; (3) the impact of variations in the source or tabulation of poverty data used by States; and (4) the impact of the two tier…

In this report, subcounty allocation of Title I of the Elementary and Secondary Education Act (ESEA) funds is described in terms of direct allocation, use of the statutory formula emphasizing census data, United States Office of Education (USOE) regulations, participating states, geographic and administrative overlaps, hold harmless adjustments…

In this report, the feasibility of alternative allocation strategies that would determine school district Title I allocations using district level poverty data and/or mandating the use of a single formula for the calculation of Title I grants is explored. The three criteria, availability of data, reliability of data, and administrative complexity…

This report provides data obtained from a fast response survey concerning the impact on school districts participating in multiple, federal-categorical programs. In particular, the survey focused on problems stemming from some children's eligibility for more than one of these programs and the districts' policies governing these children's program…

This report concludes a series of interim reports presenting findings from over 35 research projects on compensatory education programs. It completes the analysis of the study areas of funds allocation, service delivery, student development, and program administration, and provides both follow-up findings and additional information on Title I…

The passage of Title I of the 1965 Elementary Secondary Education Act embodied not only the high hopes of reformers, but also an implicit challenge. Title I implied that current practices are inadequate, and the schools were given the assignment of self-renewal. However, almost a decade after the passage of Title I, the general verdict is that…

The Longitudinal Evaluation of School Change and Performance followed the progress of students in high-poverty schools as they moved from third to fifth grade, investigating the impact on student achievement of specific classroom practices fostered by school-, district-, and state-level policies. This analysis, conducted between 1996-99 as part of…

The Longitudinal Evaluation of School Change and Performance (LESCP) analyses were organized around policies embodied in Title I of the Elementary and Secondary Education Act. This study measured changes in student performance in seventy-one high-poverty schools, which included many schools that had implemented standards-based reform policies. The…

Data from a national study of Title I of the Elementary and Secondary Education Act were used to investigate existing patterns of services for students eligible for Title I and other categorical programs, district policies regarding the eligibility of handicapped and limited-English-proficient students for Title I services, and coordination of…

Intended to serve a wide range of readers, this multi-author summary report of what is commonly referred to as the "District Practices Study" (1976-82) of Title I of the Elementary and Secondary Education Act contains information of special concern to administrators of federally funded programs, legislators, and other policymakers. The…