The Elementary and Secondary Education Act of 1965 (ESEA) requires each State to establish a methodology for identifying schools for support and improvement, based on data from the statewide system of annual meaningful differentiation. This guidance is designed to support State educational agencies (SEAs), local educational agencies (LEAs), and…

Under the Every Student Succeeds Act (ESSA) of 2015, states and districts are responsible for supporting and improving the quality of low-performing high schools. This brief primer describes how ESSA impacts high school graduation rate goals, low-graduation-rate high schools, funding for high schools, school improvement funding, the High School…

This document contains instructions for developing comprehensive program plans at both the district and the school levels, as required under the 1973 Proposed Regulations for Consolidated Categorical Aid Programs in California Schools. The essential planning elements for both levels are identified; they stem from the premise that the specifics of…

Needss asessment is here to stay as shools wishing to apply for grants under the competitive titles of the Elementary and Secondary Education Act (ESEA), must now justify their requests. However, quality assessment data cannot be obtained in the majority of school districts nationally without federal or state budgetary allocations for Local…

The Oregon state Title I office has developed two needs assessment guidebooks to assist districts in complying with Title I needs assessment regulations. The first guidebook was developed in 1974. Following its dissemination, needs assessment procedures in Title I districts were closely monitored for compliance with the regulations, and it was…

The Normal Curve Equivalent (NCE) gain statistic is examined, and considerations for its interpretation are highlighted. The NCE gain is made up of an observed and an expected part. The observed score is the posttest result. The expected score can never be observed nor verified for any of the Title I Evaluation and Reporting System (TIERS) models;…

This is one of six related reports that describe the effects of the current Title I funds allocation formula and examine several alternatives. This particular study focuses on the effectiveness of Title I in directing Federal education funds to school districts and schools serving low-income children. The Title I formula provides, in general, that…

This is one of six related reports that describe the effects of the current Title I funds allocation formula and examine several alternatives. This particular study focuses in three ways on the implications of using achievement test scores to allocate Title I funds to states and school districts. First, it identifies testing issues to be resolved…

Goals 2000 differs from previous educational legislation because it requires systemic reform and partnerships. The article discusses Title I of the Elementary and Secondary Education Act, explains how legislation is developed, and examines Goals 2000's main provisions, content and performance standards, role in professional development, and ties…

Like the Elementary Secondary Education Act Title I, the Education Consolidation Improvement Act Chapter 1 requires school districts to determine at least once every 3 years whether Title I achievement gains are sustained over a period of 12 months or more. A local education agency (LEA) has considerable flexibility in the approach it takes in…

To assess the state's role as an instrument of national education policy, researchers examined four states' responses to federal programs under Title I of the Elementary and Secondary Education Act and under the Education for All Handicapped Children Act. They focused, first, on how states' political and organizational contexts interacted with…

Concerned with the impact of Title I, as national education policy on four mountain west states (Utah, Idaho, Wyoming, and Montana), this study concludes that Title I has not been internalized, integrated, or institutionalized in this region of the country or in any of the four individual states. The rejection of Title I policy rests on two basic…

This study's major purpose was to examine intergovernmental relations in the context of compensatory education through an investigation of how far selected Title I operative goals were institutionalized, and the implications of such institutionalization (or lack of it) for stability or change of practices under Chapter 1. Three categories of goals…

This paper examines how states have responded to the planning, evaluation, and parent participation components of compensatory education programs to promote reform at the local level. Particular attention is given to the interaction between state political culture, legislative requirements, and state education agency leadership style, and their…

Drawing on data from a study of Title I of the Elementary and Secondary Education Act, this report analyzes the technical assistance that local districts receive in compensatory education, with an emphasis on the relationship between technical assistance and the local decision-making that ultimately shapes the program. The first section describes…