How Title I Can Become the Engine of Reform in America's Schools [electronic resource] / Robert E. Slavin.
While the majority of Title I funding should continue to support essential professional and paraprofessional staff in high-poverty schools, both existing and new Title I funds should increasingly support schools in adopting effective instructional programs and improving professional development. Chi...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1999.
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MARC
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| 520 | |a While the majority of Title I funding should continue to support essential professional and paraprofessional staff in high-poverty schools, both existing and new Title I funds should increasingly support schools in adopting effective instructional programs and improving professional development. Children in Title I schools need 6 hours or more of high-quality instruction every day, not 40 minutes of remediation. It is time that Title I became the engine of reform in high-poverty schools, helping them adopt programs based on the best research, development, and dissemination practices. Title I can become an effective way to achieve funding for schoolwide change. Staff can choose from proven and replicable programs. Comprehensive or whole-school reform may be preferred. Or more focused programs targeting reading, math, early childhood, tutoring, classroom management, study skills, parent involvement, or school-to-work may be selected. Title I has become more flexible. Currently schools with at least 50 percent of its students qualifying for free or reduced prices lunches can become schoolwide projects with schools selecting the program to be used. Title I could also help by funding further evaluation on the effectiveness of current and new, but promising, programs. This report includes a review of programs for whole-school change, including the evidence of their effectiveness. (Contains 47 references.) (RKJ) | ||
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