Title I

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at-risk student interventions
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Comer's School Development Program
Comer’s School Development Program
compensatory
Comprehensive Reform Models
Cooperative Learning
csrd
education
educational program evaluation
Effective Bilingual Education
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federal compensatory education policy analysis
federal education policy
high
High Poverty Schools
Improving America's Schools Act
Improving America’s Schools Act
Instructional Conversation
instructional effectiveness research
Joint Productive Activity
Language Arts Students
Parent Involvement Factors
Parent Resource Center
poverty
Principal Report
Professional Development
program
projects
pullout
Regression Discontinuity Design
Regular Classroom
Regular Classroom Instruction
Regular Teachers
Regular Title
School Family Partnerships
school reform strategies
schools
schoolwide
Schoolwide Programs
Schoolwide Projects
sociological perspectives education
Spring Test Scores
Sustaining Effects Study

Product details

  • ISBN 9780805835496
  • Weight: 710g
  • Dimensions: 152 x 229mm
  • Publication Date: 01 Feb 2001
  • Publisher: Taylor & Francis Inc
  • Publication City/Country: US
  • Product Form: Hardback
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This volume presents the most recent research on Title I federal compensatory education programs. Over the past three decades, Title I of the Elementary and Secondary Education Act has served as the cornerstone of the federal commitment to equality of opportunity. It is the federal government's single largest investment in America's schools. As Title I begins a new century, this book documents the program's history and points to the potential for its future, building on 35 years of research, development, and practical experience. The research and analysis it provides fills a void for systematic information that can help inform Title I education policies and practices.

Title I: Compensatory Education at the Crossroads is essential reading for educational researchers and students working in the areas of social stratification and equity-minded policies, programs, and practices. It will serve well as a text for graduate courses on these topics in education, as well as in public policy, sociology, and psychology. Educational policymakers and administrators at the federal, state, and local levels who are concerned with Title I and programs for students placed at risk will find it an important resource in crafting policies and programs for this population of students.

Geoffrey D. Borman, Samuel C. Stringfield, Robert E. Slavin