The full title of this important 1993 Department of Education study is: Reinventing Chapter 1: The current Chapter 1 Program and New Directions: Final Report of the National Assessment of the Chapter 1 Program.
This report examines the Chapter 1 program’s impact at school and classroom levels, strategic directions for Chapter 1 reauthorization, the larger context of school poverty as it influences Chapter 1 delivery, the operation and effectiveness of Chapter 1, and new directions for improving Chapter 1 in line with national reforms. How well Chapter 1 responds to Congress’s intent in 1988 and adds to the educational progress of disadvantaged students is measured against the six National Education Goals. Part 1 compares high- and low-poverty schools in terms of their students’ needs, school service delivery, and school outcomes to establish the context for how Chapter 1 is affected by the degree of school poverty. Part 2 describes current program funding and targeting, student participation and performance, instructional services, schoolwide projects, staff development, family involvement and Even Start, special service arrangements for students in religious schools and migrant children, student assessment and program improvement, and assistance for improved performance. Part 3 describes new policy directions as a framework for reinventing the program. Included are: 53 exhibits; 4 appendixes which contain a list of supplementary volumes to the first report of National Assessment of Chapter 1 Program, a list of studies conducted for the National Assessment, the statute requiring a national assessment of Chapter 1 and a list of independent review panel presenters.
Chapter 1 (now Title 1) is THE major federal grant program for K-12, and this report shows how the thinking was evolving towards performance-based ed policy.
Until now, this report was unavailable online. ERIC does not have it; nor does the NEGP archive.
So here it is—the only digitized copy online so far as I can discern.
As noted elsewhere on this blog, the National Education Goals Panel was a major payer in federal education policy in the 1990s. It moved the policy conversation to center on accountability, standards, and testing. Read here to to learn where to get free copies of the other NEGP reports.
The full citation of this study is: National Council On Education Standards and Testing, Raising Standards for American Education: A Report to Congress, the Secretary of Education, the National Education Goals Panel, and the American People (Washington: GPO, January 24, 1992)
The National Education Goals Reports provide a trove of education data. Reading them also gives the researcher a feel for the big subjects of the tumultuous federal schooling debates of the 1990s. Additionally, the movement to establish education standards grew out of the effort to reach education goals—standards being the benchmarks for progress thereto.(1) The National Education Goals reports were published by the National Education Goals Panel (NEGP). This organization formed after the historic 1989 Charlottesville education summit, which was attended by governors and President George H.W. Bush. NEGP was established to report annually on the nation’s progress toward the nation’s education goals. The 1994 Goals 2000: Educate America Act (Sections 201-207) gave federal statutory recognition to NEGP, which further heightened its position in the education policy debates of the time. NEGP was effectively abolished by Section 1011 of the No Child Left Behind Act in 2002. Continue reading “The National Education Goals Reports 1991-1999”→
This study of Chapter 1 (Title I) was commissioned by by the Department of Education’s Office of Educational Research and Improvement (formerly the National Institute of Education).
The report was produced by Department of Education staff and researchers at private sector firms, such as Policy Study Associates. Congress mandated this study be done in December 1983.
A big finding of this study was that only a small proportion of students served by Chapter 1, the centerpiece of the Elementary and Secondary Eduction Act of 1965,were achieving at the levels that other American children were.
The full citation is Beatrice F. Birman et al., The Current Operation of the Chapter 1 Program: Final Report from the National Assessment of Chapter 1 (Washington: GPO, 1987).
This is a wonderful survey completed by Jesse Knowlton Flanders in 1925.
His research question is simple: What are the 48 states (yes, 48) requiring students to study?
Flanders utilized statutes from each state to derive his findings. Not surprisingly, in a time when the federal government had very little involvement in the schools, each state has its own idiosyncratic curriculum.