A large amount of research has been conducted in the area of teacher retention as it relates to the impact teachers have on student achievement and closing the achievement gap. Retaining highly effective teachers each year helps ensure students are provided with high quality and rigorous instruction. Teacher retention is imperative in areas of…

The purpose for this study was to examine student reading data at one high-poverty, low-performing Title I school in the State of Tennessee over 2 consecutive years when reading instruction, teacher expectations, and administration changed. This study examined student growth in third and fourth grade on the county benchmark assessment (Study…

Background/Context: Most reforms in elementary education rely on teacher learning and improved instruction to increase student learning. This study increases our understanding of which types of professional development effectively change teaching practice in ways that boost student achievement. Purpose/Objective/Research Question/Focus of Study:…

This document, the first of three reports to be produced as part of the National Assessment of Chapter 1 programs, summarizes a wide range of information about those whom the programs are intended to benefit. The report provides an analytic and demographic framework from which to view the actual operations of local Chapter 1 programs. The first…

The Division of Compensatory Education, which administers Title I in the U.S. Office of Education, has examined a number of successful projects to determine what constitutes a good Title I project and what are the common denominators of success. The Williamsburg program, involving 25 kindergarten teachers, 100 teachers in grades 1 through 4, 20…

The 1967-68 Teacher Training and Reading Institutes constituted the third cycle of a program funded under Title I of the 1965 Elementary and Secondary Education Act, and performed under contract with the New York City Board of Education. The main objective of the training institutes was to provide teachers with training and insights particularly…

This study is derived from the Congressional mandate for a study of the various provisions involved with the 1965 Elementary Secondary Education Act Title I grant determination and distribution process. The description of Title I provisions emphasizes the process relating to the allocation of funds for local educational agencies (LEA's). The…

This kindergarten through grade 2 program, intended to prevent the development of educational deficits, proposed to utilize the main features of the More Effective Schools and the All Day Neighborhood Schools programs in order to (1) increase the academic level of children in poverty areas, (2) involve the parents in that primary objective, and…

A project to reduce teacher-pupil ratios and to provide additional educational materials was a subsection of a Program to Strengthen Early Childhood Education in New York City Poverty Area Schools. The teacher-pupil ratio was reduced to the level of one to fifteen in the first grades and one to twenty in the second grades. Eight dollars was…

This study of Compensatory Education is divided into four parts: allocation of Title I funds and services, achievement and Compensatory Education, measurement of student growth, and the effects of attrition. Part one examines poverty concentrations to determine which schools and districts are eligible for Title I or for concentration grants. The…

This evaluation report covers all ESEA Title I projects in the New York City Public Schools. Background material includes a descriptive overview of the school system; sources, purposes, and legal functions of funding; eligibility and selections of participants; overall objectives of the programs; and, planning and administration of programs. Each…