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Peer reviewedLambert, Nadine M.; Hartsough, Carolyn S. – Educational Evaluation and Policy Analysis, 1980
Later scholastic success is most highly related to early measures of achievement, affective status, and underperformance; affective status significantly predicts later social adjustment. Thus, neither poverty nor low achievement, both currently favored as Title I allocation criteria, should be used as sole indicators of need. (CP)
Descriptors: Academic Achievement, Compensatory Education, Criteria, Educationally Disadvantaged
