Journal articles: 'Title I school'

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Rivera Rodas, Elizabeth Iris. "Separate and Unequal – Title I and Teacher Quality." education policy analysis archives 27 (February 18, 2019): 14. http://dx.doi.org/10.14507/epaa.27.4233.

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Research has shown that Title I’s “comparability” provision causes gaps in noncategorical per pupil teacher funding. Using a unique dataset that merges 2009-2010 New York City (NYC) Department of Education value-added scores, school finance data, and school demographic data, this study not only confirms that NYC Title I elementary schools received less noncategorical per pupil teacher funding than non-Title I elementary schools, but these schools also had lower quality teachers. This paper provides the first evidence of a negative relationship between noncategorical per pupil teacher funding and the percentage of below average teachers even when controlling for certain school demographics. If Title I elementary public schools in New York City have lower quality teachers, then the students that are served by these schools are not receiving the same quality of education as their peers. Changing the comparability provision in Title I funding would result in more equitable funding.

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Carmichael, Paul H. "Who Receives Federal Title I Assistance? Examination of Program Funding by School Poverty Rate in New York State." Educational Evaluation and Policy Analysis 19, no. 4 (1997): 354–59. http://dx.doi.org/10.3102/01623737019004354.

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The distributional pattern of federal funding allocated through the Elementary and Secondary Education Act’s Title I program was examined for all public schools in New York State. Although Title I is a major vehicle for serving the needs of poor children and redressing educational inequity, the present findings suggest that poorer school districts may be ill-served by the present law in several ways: (1) The federal Title I program is widely distributed across New York State to 98% of school districts and to nearly 80% of all public schools; (2) regardless of the poverty rate for any given school district (including the most affluent districts), a clear majority of schools receive Title 1 funding; (3) some of the poorest districts may be unable to use Title I to serve many of their educationally disadvantaged children when an individual school’s poverty rate falls below the intradistrict average. Implications for children in poverty are discussed with reference to the most recent reauthorization of Title I (Improving America’s Schools Act of 1994).

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Padilla, George, Federico Guerra, and Roberto Zamora. "Effective School Practices in Title I Schools Exceeding Educational Expectations (E3)." International Journal of Educational Reform 29, no. 2 (2019): 103–22. http://dx.doi.org/10.1177/1056787919886582.

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A research study was designed and conducted to identify effective school characteristics and strategies of high-performing, high-poverty schools. Four High-Performing Reward schools in South Texas that demonstrated longitudinal academic success were selected to study. We developed an 11 effective school characteristics model including school processes from the effective school research literature as the framework for the study. A mixed-research study was designed to collect data from professional school staff, and principals related to the 11 effective characteristics, their processes, and strategies used by the schools. An area of improvement identified among these already high-performing schools was parental engagement.

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Saragatsi, Stella, Anastasia Christodoulou, Argyrios Kyridis, Nikolaos Fotopoulos, and Ifigenia Bambakidou. "Sociology School Textbook for 3rd Grade-High School, Semiotic Analysis of Illustration." Journal of Sociological Research 8, no. 2 (2017): 32. http://dx.doi.org/10.5296/jsr.v8i2.11618.

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In this research study, under the title Sociology School Textbook for 3rd Grade-High School, Semiotic Analysis of Illustration, it is attempted to analyze the illustrations and titles of the school textbook of Sociology for 3rd Grade-High School, through the use of semiotic analysis tools.The link will be investigated that exists between illustrations and the title of each section, as well as relationship will be discussed, which takes place between the relevant illustrations, and the goals set by the Ministry of Education through the Analytical Program of Studies. The objective of this study is to investigate whether there is a connection between the illustrations and the titles of the sections, or not, as well as whether there is a direct or indirect relationship (or no relationship at all) between the illustrations and the goals of the Analytical Program of Studies. In order to carry out the study, the methodology tools that were employed related to semiotic analysis, the model of Greimas (1996) was adopted, as it was used by Lagopoulos & Boklund-Lagopoulou (2016), and Christodoulou (2013). The resulting outcomes from the analysis of the titles and illustrations indicate the correlation of all the above with specific codes. The concepts that can be identified after the analysis refer to social, educational, dressing, spatial, and other codes. It is also understood, that the illustrations that were used by the editing team are both directly and indirectly linked to the titles of the sections, as well as the goals indicated by the Analytical Program of Studies. In this way, their supportive role can be further enhanced within the theoretical context of the lesson.

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Francisco, James D., and George R. Schaefer. "High School Compliance with Title IX." Journal of Physical Education, Recreation & Dance 87, no. 3 (2016): 50–51. http://dx.doi.org/10.1080/07303084.2016.1131553.

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McLaren, Duncan. "[no title]." Art Libraries Journal 17, no. 1 (1992): 22–23. http://dx.doi.org/10.1017/s0307472200007598.

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Since graduating from library school I have worked as a “small press” micropublisher, issuing microfilm editions of newspapers and serials relating to Canadian social and political history. My interests include art and architecture, the ethnic press (especially that of the pre-World War II period), labour history, women’s history, and the alternative press including gay and lesbian periodicals.

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Hochbein, Craig, and Bradley Carpenter. "Teacher Migration: Extension and Application of the Population Ecology Model to Explore Teacher Transfers in a Reform Environment." Education and Urban Society 49, no. 5 (2016): 459–85. http://dx.doi.org/10.1177/0013124516644048.

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This article assesses the association between the Title I School Improvement Grant (SIG) program’s personnel replacement policy and teacher employment patterns within an urban school district. Hannan and Freeman’s population ecology model allowed the authors to consider schools within districts as individual organizations nested within a larger organization. The data are drawn from employment records of 2,470 teachers who worked in 19 high schools in a single school district from 2006 to 2011. The personnel replacement policy of the Title I SIG program appears to have reinforced, and in some cases intensified, existing patterns of teacher selection, retention, and migration.

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Shaha, Steven, Kelly Glassett, Aimee Copas, and Heather Ellsworth. "Title I Schools: The Student-Based Impact Of Online, On-Demand Professional Development On Educators." Contemporary Issues in Education Research (CIER) 8, no. 4 (2015): 227–34. http://dx.doi.org/10.19030/cier.v8i4.9430.

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Title I students remain among the most challenging population for achieving significant gains in academic performance and standardized test scores. This multi-state, quasi-experimental, pre-versus-post study reflects the comparative Title I gains for math and reading scores for teachers participating in an online, on-demand professional development program school-wide versus non-participating Title I in their respective districts as benchmarks. Average Title I gains in reading were 4.8% (p<.001) versus 0.1% (ns) in the non-participating Title I schools. For math scores, non-participating Title I schools in the districts saw a decline of 5.9% (p<.001), while Title I schools participating in the professional development experienced a gain of 7.3% (p<.001). Conclusions are that significant advantages for Title I students are achieved when teachers participate actively in such a high impact, high accessibility professional development program.

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Wallace, Jessica, Ryan Moran, Erica Beidler, Jamie McAllister Deitrick, James Shina, and Tracey Covassin. "Disparities on Baseline Performance Using Neurocognitive and Oculomotor Clinical Measures of Concussion." American Journal of Sports Medicine 48, no. 11 (2020): 2774–82. http://dx.doi.org/10.1177/0363546520946753.

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Background: Given the high participation of Black/African American individuals in high school sports, especially high-risk sports for concussion, it is important to note if racial and socioeconomic status (SES) differences exist in baseline performance on clinical measures of concussion. Purpose: To explore the association between race and SES on baseline concussion assessments of neurocognitive performance and oculomotor function in adolescent athletes. Study Design: Cohort study (Diagnosis); Level of evidence, 3. Methods: A total of 564 high school athletes (mean ± SD age, 15.33 ± 1.1 years) completed the baseline Immediate Post-Concussion Assessment and Cognitive Test and King-Devick (KD) battery before the start of their competitive season. Race was defined as either White/non-Hispanic or Black/African American. SES status was determined by whether the individual’s participating high school was a Title I or non–Title I school. A series of multivariable linear regression analyses were conducted to evaluate the association of computerized neurocognitive test scores (verbal memory, visual memory, motor processing speed, and reaction time), symptom severity scores, and KD scores by race and SES. Results: White/non-Hispanic individuals performed significantly better than Black/African American individuals on verbal memory ( P < .01), visual memory ( P < .01), visual motor processing speed ( P < .01), and reaction time ( P < .01) and had a lower symptom score ( P < .01). Regarding SES, individuals from non–Title I schools performed better on visual memory ( P = .05) and reaction time ( P = .02) than individuals from Title I schools. Examination of cumulative KD test reading time revealed that there was no association between race on baseline reading times ( P = .12). There was a significant association between cumulative reading time and SES ( P = .02). Individuals from non–Title I schools performed significantly faster than individuals from Title I schools on KD test time. Conclusion: Overall, race and SES influence neurocognitive and oculomotor concussion baseline performance in high school athletes. These findings add to the growing literature on the influence of race and SES on neurocognitive and oculomotor function baseline concussion assessments; they highlight the necessity for individualized concussion baseline measurements or race-specific normative reference values.

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Finch, Holmes, Dan Lapsley, and Mary Baker-Boudissa. "A Survival Analysis of Student Mobility and Retention in Indiana Charter Schools." education policy analysis archives 17 (September 10, 2009): 18. http://dx.doi.org/10.14507/epaa.v17n18.2009.

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Research has demonstrated that high rates of student mobility are associated with a range of negative academic outcomes, both for students who leave their schools and those who remain behind. The current study focused on mobility among those enrolled in charter schools in the state of Indiana. A multilevel Cox Proportional Hazards survival analysis model was used to identify significant predictors of student mobility within and from a state charter school system, using factors at both the student and school levels. Results indicated that initial student achievement upon first entering a charter school, student ethnicity, participation in a Title I funded program, and average years of teacher experience at the school were all associated with the decision to leave the charter. Specifically, students with higher initial achievement scores, those eligible for Title 1 services, and non-Caucasian students were more likely to leave charter schools prematurely. In addition, schools with a more experienced faculty had lower early departure rates than did those with less experienced teachers.

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Tyler, Dawn E. "Communication Behaviors of Principals at High Performing Title I Elementary Schools in Virginia: School Leaders, Communication, and Transformative Efforts." Creighton Journal of Interdisciplinary Leadership 2, no. 2 (2016): 2. http://dx.doi.org/10.17062/cjil.v2i2.51.

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AbstractPrincipals of modern Title I elementary schools, where at least half of the student population lives in poverty, must possess a broader set of leadership skills than has been historically necessary. The ability to motivate teachers utilizing effective communication is one such skill set. This qualitative research proposes a division-level training program designed to improve communication skills of principals and aspiring principals based on the self-reported communication strategies of principals at high-performing Title I elementary schools. High performing Title I schools represented just 8% of all Title I schools in Virginia during 2014. This qualitative data was derived from semi-structured interviews with 8 of these principals, surveys of principals, and publicly available data about these schools. Analysis of the self-reported information resulted in 11 specific communication strategies practiced by most or all of the principals in the participating high performing Title I elementary schools. Further uncovered were 5 themes of communication in leadership which include: a student-centered approach to decision-making; transparency of decision-making; shared decision-making with principal and teachers; the role of faculty trust; and principal preparation. Specific principal communication behaviors with teachers were implemented in motivating teachers toward earning high-performing status. These included frequent face-to-face and personal communications, minimal use of whole-school meetings, and weekly principal participation in grade level meetings. Additionally, principal certification programs were found to have had little impact on the participants in the area of communication. Finally, the critical importance of mentoring, together with school-division level training in the area of communication development, was revealed. This research concluded that communication skills are necessary for building trust between school principals and teachers, with trusting relationships vital for leading teachers toward effective instruction. More structured leadership training is essential in the area of communication skills in preparing school leaders and is most effective at the school division level.

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Meyer, Elizabeth J., Andrea Somoza-Norton, Natalie Lovgren, Andrea Rubin, and Mary Quantz. "Title IX coordinators as street-level bureaucrats in U.S. schools: Challenges addressing sex discrimination in the #MeToo era." education policy analysis archives 26 (June 4, 2018): 68. http://dx.doi.org/10.14507/epaa.26.3690.

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Sex discrimination in educational contexts is an ongoing problem despite the passage of Title IX in 1972. Many schools have not aligned their policies with new laws protecting students from bullying and harassment, and many professionals are unaware of their new obligations in regards to new state regulations. This article presents the findings from semi-structured interviews with 10 participants reporting on the roles and responsibilities of Title IX coordinators in their K-12 school districts. Title IX coordinators were difficult to locate and recruitment was a challenge in this study. However, our findings indicate a strong alignment with Lipsky’s concept of “street-level bureaucrats” (1971, 2010). We found that these school administrators had autonomy and discretion in interpreting and enacting their duties, however they lacked time, information, and other resources necessary to respond properly to the stated duties in their position. They reported spending very little time on Title IX-related duties, many felt under-supported and under-prepared, and few had comprehensive understanding of their responsibilities. We conclude with recommendations for policy and practice regarding the training and supports of Title IX coordinators and related gender equity efforts in K-12 schools.

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Nese, Rhonda N. T., Joseph F. T. Nese, Kent McIntosh, Sterett H. Mercer, and Angus Kittelman. "Predicting Latency of Reaching Adequate Implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports." Journal of Positive Behavior Interventions 21, no. 2 (2018): 106–16. http://dx.doi.org/10.1177/1098300718783755.

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In this study, longitudinal data from 708 schools across five states in the continental United States were analyzed to measure the time between initial training and adequate implementation of Tier I Schoolwide Positive Behavioral Interventions and Supports over 5 years and the extent to which it varied by school characteristics. Results indicated that, all else constant: elementary schools were more likely to reach adequate implementation before middle and high schools, non–Title I schools were more likely to reach adequate implementation before Title I schools, and suburban schools were more likely to reach adequate implementation before city schools. The findings provide empirical documentation of the average length of time required for adequate implementation of a systems-level intervention, as well as how that length differs across nonmalleable school characteristics.

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Jenkins, Annie. "‘School nurse’: How important is our professional title?" British Journal of School Nursing 12, no. 3 (2017): 150–51. http://dx.doi.org/10.12968/bjsn.2017.12.3.150.

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Lambie, Glenn W., Coralis Solomon, J. Richelle Joe, Viki P. Kelchner, and Mary K. Perleoni. "A School-Based Mental Health Counseling Intervention with Students in Title I Elementary Schools." Children & Schools 41, no. 3 (2019): 161–68. http://dx.doi.org/10.1093/cs/cdz011.

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Abstract The present study investigated the influence of a school-based mental health counseling intervention (SBMHCI) on elementary school students’ (N = 49) behavioral and emotional problems and school attendance at two Title I elementary schools. The study used a single-group, pretest–posttest design to examine change in the participants’ scores after participating in the five-week SBMHCI. The results identified that participants’ internalizing and total problem scores exhibited significant improvement over time, per parent report. In addition, participants’ school attendance significantly improved over time, from the previous academic year, following the SBMHCI.

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Garcia, Janaina Moreno, Pola Maria Poli de Araújo, Maria Stella Peccin, Ricardo Edésio Amorim Santos Diniz, Roger Amorim Santos Diniz, and Império Lombardi Júnior. "Spine school for patients with low back pain: interdisciplinary approach." Coluna/Columna 14, no. 2 (2015): 113–15. http://dx.doi.org/10.1590/s1808-185120151402147020.

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<sec><title>OBJECTIVE:</title> To analyze and evaluate an interdisciplinary educational treatment - Spine School.</sec><sec><title>METHODS:</title> This study is a non-controlled clinical trial. Twenty one individuals (19 women) aged 27-74 years diagnosed with chronic low back pain were enrolled and followed-up by a rheumatologist and an orthopedist. The evaluations used were SF36, Roland Morris, canadian occupational performance measure (COPM) and visual analogue scale (VAS) of pain that were performed before and after seven weeks of treatment.</sec><sec><title>RESULTS:</title> We found statistically significant improvements in vitality (mean 48.10 vs. 81.25) p=0.009 and limitations caused by physical aspects (mean 48.81 vs. 81.25) p=0.038 and perception of pain (mean 6.88 vs. 5.38) p=0.005. Although the results were suggestive of improvement, there were no statistical significant differences in the domains social aspects (average 70.82 vs. 92.86) p=0.078, emotional aspects (average 52.38 vs. 88.95) p=0.078, and the performance satisfaction (mean 4.94 vs. 8.24) p=0.074.</sec><sec><title>CONCLUSION:</title> The Interdisciplinary Spine School was useful for improvement in some domains of quality of life of people with low back pain.</sec>

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Ha, Taemin, Jongho Moon, Brian Dauenhauer, Jennifer Krause, Jaimie McMullen, and Karen Gaudreault. "Health-Related Fitness Levels among Title I Elementary School Students." International Journal of Environmental Research and Public Health 18, no. 15 (2021): 7778. http://dx.doi.org/10.3390/ijerph18157778.

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Over the past few decades, studies have emphasized improving children’s health by increasing health-related fitness levels. Despite the known benefits of health-related fitness in youth, studies have also highlighted a lack of physical activity opportunities for children living in low-income households. The purpose of this study was to investigate the health-related fitness levels of students attending Title I (low-income) elementary schools. A total of 77 elementary students (50.6% female; Mage = 10.0, SD = 0.827) from two Title I elementary schools in the western United States completed the FitnessGram assessments of aerobic capacity, muscular strength and endurance, and flexibility. Descriptive statistics were used to identify the number of students in the Healthy Fitness Zone (HFZ) based upon the FitnessGram HFZ Performance Standards. Less than 17% of students achieved the HFZ for aerobic capacity and only 31.2% achieved the HFZ for upper body strength and endurance. Students performed better for abdominal strength and endurance and flexibility with 55.8% and 68.8% achieving the HFZ, respectively. The results of this study offer insights into the health-related fitness levels of a unique population, students attending Title I schools. School health professionals, including physical education teachers, need to be aware of existing disparities and make efforts to systematically intervene.

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Grant, Billie-Jo E., Stephanie B. Wilkerson, L. deKoven Pelton, Anne C. Cosby, and Molly M. Henschel. "Title IX and School Employee Sexual Misconduct: How K-12 Schools Respond in the Wake of an Incident." Educational Administration Quarterly 55, no. 5 (2019): 841–66. http://dx.doi.org/10.1177/0013161x19838030.

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Purpose: To help protect students from school employee sexual misconduct, this qualitative case study examines implementation of school employee sexual misconduct policies in five geographically and demographically diverse school districts that experienced incidents of school employee sexual misconduct in 2014. Method: Data were collected from 92 school employees and county officials from five school districts from January 2016 to September 2017 via interviews ( N = 41) and 10 focus groups ( N = 51), as well as through document and policy reviews. Findings: This article outlines findings with regard to the key elements of Title IX guidance including: (a) policies and procedures; (b) prevention; (c) training for staff, students, and parents; (d) reporting; (e) investigations; and (f) response. Although participants reported improvements in these areas after incidents, various challenges, including a lack of understanding of Title IX requirements, continue to affect district-level approaches to sexual misconduct policies. Implications: Recommendations are that school districts review their policy and implementation efforts to determine if they are compliant with Title IX guidance. Researchers also recommend that the federal and state departments of education establish accountability measures to track policy implementation and ensure school districts comply with Title IX guidance and provide high-quality low-cost training options. Further examination of how often these cases occur, victim and offender characteristics, effects on victims and school communities, criminal justice responses, and the effectiveness of prevention efforts are also recommended.

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Cascio, Elizabeth U., Nora Gordon, and Sarah Reber. "Local Responses to Federal Grants: Evidence from the Introduction of Title I in the South." American Economic Journal: Economic Policy 5, no. 3 (2013): 126–59. http://dx.doi.org/10.1257/pol.5.3.126.

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We analyze the effects of the introduction of Title I of the 1965 Elementary and Secondary Education Act, a large federal grants program designed to increase poor students' educational services and achievement. We focus on the South, the poorest region of the country. Title I increased school spending by $0.50 on the dollar in the average southern school district and by more in districts with less ability to offset grants through local tax reductions. Title I-induced increases in school budgets appear to have reduced high school dropout rates of whites, but not blacks. (JEL H52, H75, I21, I28, J15)

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Osmond, Pamela. "Back to School." Literacy and Numeracy Studies 22, no. 1 (2014): 69–73. http://dx.doi.org/10.5130/lns.v22i1.4180.

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The Back to School of the title refers to post- school or second chance education in America. Mike Rose’s focus is on adult remedial (sic) and occupational education. However, although he writes about America, it is hard not to read this little book without a constant alternative reading of second chance learning or Technical and Further Education in the Australian context.

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Blackborow, Mary, Elizabeth Clark, Laurie Combe, Judith Morgitan, and Anna Tupe. "There’s a New Alphabet in Town: ESSA and Its Implications for Students, Schools, and School Nurses." NASN School Nurse 33, no. 2 (2017): 116–22. http://dx.doi.org/10.1177/1942602x17747207.

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The 2015 passage of the Every Student Succeeds Act (ESSA) provides state education agencies with more local control over educational planning, requires development of state accountability plans, and provides opportunities for advocacy surrounding school nursing-sensitive indicators of student success. Federal Title I, II, and IV funds are available for state and local education agency utilization in meeting educational needs of impoverished students and for development of high-quality instructional and support personnel. As Specialized Instructional Support Personnel, school nurses can utilize ESSA Title funding to positively impact chronic absenteeism, school climate, and school nurse staffing. ESSA can be a resource for funding school health services and professional education. This article will assist school nurses in better understanding ESSA and how funding is allocated to states and local education agencies.

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Reischl, Catherine H., Debi Khasnabis, and Kevin Karr. "Cultivating a school-university partnership for teacher learning." Phi Delta Kappan 98, no. 8 (2017): 48–53. http://dx.doi.org/10.1177/0031721717708295.

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The Mitchell Scarlett Teaching and Learning Collaborative (MSTLC) is a vigorous, six-year-old partnership between two Title I schools — Mitchell Elementary School and Scarlett Middle School in Ann Arbor, Mich. — and the teacher education program at the University of Michigan. MSTLC was formed between educators who had related but quite different problems to solve: As the schools began to collaborate in 2010, the Ann Arbor Public Schools needed to address the achievement gap in its two lowest SES and lowest-achieving schools relative to other district schools, and the University of Michigan needed a school site where teaching interns could learn to teach diverse students and where it could implement and refine its newly reformed, practice-based elementary teacher education curriculum.

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Wong, Kenneth K., and Stephen J. Meyer. "Title I Schoolwide Programs: A Synthesis of Findings From Recent Evaluation." Educational Evaluation and Policy Analysis 20, no. 2 (1998): 115–36. http://dx.doi.org/10.3102/01623737020002115.

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Recent federal legislation, including the 1994 Improving America’s Schools Act, has enabled broad expansion of Title I schoolwide programs to over 8,000 schools across the nation. These regulatory changes are intended to reduce the historically fragmented or categorical character of title I programs and improve the effectiveness of entire schools rather than targeting services to meet the needs of the most disadvantaged subpopulations. Despite the dramatic increase in the number of schoolwide programs, there is little comprehensive information about them and their effectiveness relative to traditional Title I programming. This article presents a synthesis of what is known about Title I schoolwide programs, focusing on three aspects: characteristics of schools and districts implementing schoolwide programs, programmatic and organizational characteristics of schoolwide program schools and districts, and evidence of the effectiveness of schoolwide program schools, particularly in terms of student performance. In addition to reviewing these evaluation findings, we present several cautions related to their interpretation. Finally, we suggest implications for future evaluations and discuss policy implications for school improvement.

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Bartel, Virginia B. "Home and School Factors Impacting Parental Involvement in a Title I Elementary School." Journal of Research in Childhood Education 24, no. 3 (2010): 209–28. http://dx.doi.org/10.1080/02568543.2010.487401.

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Pickett, Moneque Walker, Marvin P. Dawkins, and Jomills Henry Braddock. "Race and Gender Equity in Sports." American Behavioral Scientist 56, no. 11 (2012): 1581–603. http://dx.doi.org/10.1177/0002764212458282.

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Males have been the dominant focus of sports participation in America since the 19th century. Serious examination of women’s participation in sports did not begin to receive substantial treatment until the early 1970s, when social and legal forces led to the enactment of Title IX of the 1972 Education Amendments to the Civil Rights Act of 1964. The purpose of the present study is to address the question of whether Black and White women have benefited equally from Title IX by (a) examining Post–Title IX trends in Black and White females’ sport participation in high school and college, using data from national longitudinal surveys; (b) assessing the effect of race on sport participation opportunities for high school girls based on these data:, and (c) examining legal cases involving Title IX to assess the extent to which legal challenges have improved access to and participation of Black women in sports relative to their White female counterparts. The findings of the current study reveal that this benefit has not been shared equally by White and African American females. High schools attended by African American females do not offer the same range of sports as those available in schools attended by White females.

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Franklin, Renee E. "What Did You Call Me? Results of a Pilot Study to Investigate Perspectives from Future School Library Administrators about Appropriate Job Titles." Education Libraries 32, no. 2 (2017): 13. http://dx.doi.org/10.26443/el.v32i2.278.

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The topic of the appropriate job title for school library administrators has been written about in earlier literature but has not addressed the issue from the perspective of future school library administrators. This article presents the results of a pilot study that was guided by the research question: What do future school library administrators believe is an appropriate title for their position? The article reports demographic data, reveals participants’ job title preference, and discusses the ways that pilot study feedback will shape the revised data collection instrument to be used in a large-scale study.

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Wiggs-Stayner, Kathleen S., Teresa R. Purdy, Gailya N. Go, et al. "The Impact of Mass School Immunization on School Attendance." Journal of School Nursing 22, no. 4 (2006): 219–22. http://dx.doi.org/10.1177/10598405050220040601.

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The purpose of this study was to assess the impact a free, on-site influenza immunization program could have on attendance in Title 1 schools. Four Title 1 elementary schools participated in the study. Students at 2 schools were offered free FluMist® immunizations on site, and students at 2 control schools were not. Compliance on receiving FluMist® was measured on the percentage of students participating after evaluating for medical exclusions. Documentation on the reason for absences at all 4 schools included self- or parent-reported influenza. Attendance rates for the year also were compared with the previous year for all 4 schools. A comparison was done of total days absent versus total days enrolled between schools receiving FluMist® and schools not receiving the vaccine. Despite the fact that FluMist® is a new vaccine and is not required for children, 57% of those medically eligible to receive it had parental permission and received the vaccine. The 2 schools receiving FluMist® increased their attendance rates from 95.3% and 93.9% to 96.1% and 95.8%. Previously, the comparison schools each had a 94.6% attendance rate; one fell to 94.4% and the other rose very slightly to 94.7%. The differences in self- or parent-reported influenza absences were not significant. However, the difference in days absent between individual vaccinated and nonvaccinated schools was statistically significant.

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Feldman-Adams, Deborah, Megan Bird, Janice Dwosh, and ElizaBeth Warner. "Implementing Innovation in Different Service Delivery Models." Gifted Child Today 42, no. 2 (2019): 96–99. http://dx.doi.org/10.1177/1076217518825367.

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This article reviews recent efforts to implement the William & Mary English Language Arts (ELA) curriculum within the Paradise Valley Unified School District gifted programs. The programs include self-contained gifted, as well as content replacement programs in Title 1 and Non-Title 1 schools. Each delivery model modified the constructs of the curriculum to meet the unique needs of the students serviced. All results indicated successful academic progress and student growth.

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STEVENSON, BETSEY. "TITLE IX AND THE EVOLUTION OF HIGH SCHOOL SPORTS." Contemporary Economic Policy 25, no. 4 (2007): 486–505. http://dx.doi.org/10.1111/j.1465-7287.2007.00080.x.

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May, Judy Jackson, Diane Conway, and Andrea D. Guice. "Follow the Money or Follow the Mentors?" Journal of Urban Learning, Teaching, and Research 16, no. 1 (2021): 118–25. http://dx.doi.org/10.51830/jultr.14.

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Since the passage of the Elementary and Secondary Education Act of 1965, over 300 billion dollars have been funneled to schools through Title I funds. Qualifying school districts receive Title I funds to address disparities between disadvantaged students' academic achievement and their less impoverished peers. Substantial research has focused on the impact of funding and other significant factors on student achievement. One such significant factor impacting student achievement is chronic absenteeism, which is associated with lower student performance. Students from disadvantaged environments are more likely to miss school than students from higher-income families. This causal-comparative examination investigates the effects of a mentoring program on disadvantaged students in an urban secondary school. The findings reveal that students participating in mentoring for extended periods demonstrate significantly fewer absences, resulting in higher grade point averages. These findings indicate that low-budget school mentoring programs have a positive impact on absenteeism and student achievement.

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Herberger, Gregory, Jason Immekus, and W. Kyle Ingle. "Student, Neighborhood, and School Factors and Their Association With College Readiness: Exploring the Implementation of a Race- and Socioeconomic-Based Student Assignment Plan." Education and Urban Society 52, no. 3 (2019): 459–88. http://dx.doi.org/10.1177/0013124519858128.

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In response to the Meredith v. Jefferson County Board of Education Supreme Court decision, Jefferson County Public Schools (JCPS) reconfigured the district’s race-based student assignment and implemented a race- and socioeconomic-based student assignment plan. Using hierarchical linear multiple regression, this study examined students’ backgrounds and school composition factors within a race- and socioeconomic-based assignment plan to determine their relationship with college and career readiness as measured by the ACT. We found that student race, participation in the National School Lunch Program (NSLP), ACT PLAN performance, school composition, and neighborhood category were the largest and most consistent factors for predicting college and career readiness. African American students were at a disadvantage in each model compared with White students. Participation in NSLP was negatively associated with student performance compared with non-NSLP students, and PLAN scores positively predicted ACT performance. School composition was found negatively associated with ACT performance (Title I compared with non–Title I schools), and Category 1 and Category 2 neighborhoods were negatively associated with ACT scores compared with Category 3 neighborhoods. We conclude by discussing implications for policy, practice, and future research.

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Baker, Emily, Brett Zyromski, and Darcy Haag Granello. "School or Guidance Counselor: How the Title Influences Public Perception." Professional School Counseling 25, no. 1 (2021): 2156759X2098103. http://dx.doi.org/10.1177/2156759x20981034.

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School counselors are one of the few professions that remain split on their professional title. We replicated a previous study to determine whether the results of the original study measuring the impact of language on perceptions of school counselors’ competency were replicable by surveying a sample of the general population. Participants who completed the surveys with the term “guidance counselor” were statistically less likely to believe that school counselors were able to perform the 25 tasks assessed on the survey. Results suggest that the title impacted participants’ perceptions of the competence of school counselors.

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Rumsey, Amanda D., Rafe McCullough, and Catharine Y. Chang. "Understanding the Secondary Exposure to Trauma and Professional Quality of Life of School Counselors." Professional School Counseling 24, no. 1 (2020): 2156759X2097364. http://dx.doi.org/10.1177/2156759x20973643.

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This quasi-experimental study examined secondary exposure to trauma and factors of professional quality of life among a national sample of 361 school counselors. Results indicate that major upheaval between parents, death of a close friend or family member, and emotional abuse are the most common traumatic events that school counselors are exposed to and that school counselors in Title I schools report significantly more exposure. Hierarchical multiple regression results revealed that secondary exposure to trauma predicted secondary traumatic stress. We discuss recommendations for research and school counseling practice.

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Ruddy, Anne-Maree, and Ellen Prusinski. "Professional Development for School Improvement: The Case of Indiana." Journal of School Leadership 22, no. 1 (2012): 55–78. http://dx.doi.org/10.1177/105268461202200104.

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Drawing on data collected during an evaluation of Indiana schools receiving Title I 1003(g) School Improvement Fund grants in the 2008–2009 school year, this article explores how professional development can be used to support school improvement efforts. This article upholds the conclusion that when activities support the development of a collaborative community of educators and the effective use of data, professional development can be a vital element of school improvement efforts. By engaging teachers as leaders and learners, professional development can help to ensure that school improvement efforts are embraced by all staff and to prevent teachers from feeling isolated during the school improvement process.

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Zhang, Bo. "A Research on the Title of Guan School and the History of Guan School." Journal of the New Korean Philosophical Association 90 (October 31, 2017): 423–41. http://dx.doi.org/10.20433/jnkpa.2017.10.90.423.

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Meyer, Elizabeth J., and Andrea Somoza-Norton. "Addressing sex discrimination with Title IX coordinators in the #MeToo era." Phi Delta Kappan 100, no. 2 (2018): 8–11. http://dx.doi.org/10.1177/0031721718803562.

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Title IX coordinators play an essential role in ensuring that schools are free of gender-based harassment and discrimination; however, a recent survey of coordinators in California and Colorado shows that many of them are poorly equipped to do this work. In their study, Elizabeth J. Meyer and Andrea Somoza-Norton found that contact information for Title IX coordinators is often difficult to find, that their job descriptions are too broad and complex, that they receive insufficient training, and that many are unaware of their role in assisting students, especially transgender students. The authors recommend that the Office of Civil Rights, district leaders, school boards, and Title IX coordinators themselves take action to bring clarity to this work.

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Burbank, Mary D., Melissa M. Goldsmith, Jennifer Spikner, and Koeun Park. "Montessori Education and a Neighborhood School." Journal of Montessori Research 6, no. 1 (2020): 1–18. http://dx.doi.org/10.17161/jomr.v6i1.8539.

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Project SYNC (Systems, Yoked through Nuanced Collaboration) details perspectives of a community of stakeholders committed to the enhancement of early childhood (i.e., prekindergarten through grade 3) education. Although there is a growing number of public-school programs informed by the Montessori philosophy, Montessori educational experiences often take place within affluent communities. SYNC aimed to enhance the prekindergarten through grade 3 educational experiences for traditionally underserved students by transforming two traditional early childhood classrooms to Montessori settings within a diverse, Title I school. Montessori pedagogy, curricula, and materials aligned with the school’s dedicated commitment to social justice. The study, one in a series, explored the impact of Montessori education on a neighborhood school community as evidenced through stakeholder opinions, project implementation, and teacher attitudes. Project data illustrate that a Montessori educational experience created learning opportunities that supported children from culturally and ethnically diverse communities in a traditional, Title I elementary school.

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Hamman, Doug, and E. Allen Schenck. "Corrective Action and School Choice in NYC." education policy analysis archives 10 (October 19, 2002): 45. http://dx.doi.org/10.14507/epaa.v10n45.2002.

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Districts play a critical role in reforming schools. In January 2000, NYC community school districts applied for Title I, IASA, funding to carry out corrective actions against historically low-performing schools. Our purpose was to examine (a) how districts planned to take corrective action to address problems that cause low performance; and (b) the extent to which school choice could be implemented in those districts which were applying for corrective action funding. Districts most commonly identified teacher turnover, poor-quality instruction, and student needs as causes of low performance. In response, districts proposed providing professional development related to instructional strategies, but often ignored other important issues. Moreover, most districts described plans to take corrective actions that would decrease schools’ decision-making authority, but then failed to identify steps to increase the districts’ own capacity to execute greater responsibility once control had been taken from the schools. Districts overall seemed unable to implement school choice plans in an effective manner.

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Mansfield, Katherine Cumings. "The growth of single-sex schools: Federal policy meets local needs and interests." education policy analysis archives 21 (December 1, 2013): 87. http://dx.doi.org/10.14507/epaa.v21n87.2013.

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Changes to Title IX allowing the growth of single-sex schools have garnered media attention promoting the benefits of separating boys and girls. Alternately, civil rights groups such as the ACLU continue to oppose any type of school segregation. Within this context, a private philanthropy, the Foundation for the Education of Young Women (FEYW) has established public-private partnerships with six Texas school districts to open all-girls’ public college prep magnet schools with plans to expand. This multi-year ethno-historical case study explores the meaning making of one community in the FEYW network as it attempts to make sense of federal policy at the local level. The topic is important to the field of education because it is timely: changes to Title IX and the growth in single-sex arrangements pose interesting legal and sociological questions about equity and justice since it links Title IX (an equity-driven policy) with the choice provisions in NCLB (a market-driven policy). The significance of this study lies in the unique use of ethnography as interpretive policy analysis to show how local communities (re)interpret federal policy to better align with their personal values and more adequately address contextual complexities in their attempts to do what they believe is best for students.

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Reynolds, Arthur J., Judy A. Temple, Dylan L. Robertson, and Emily A. Mann. "Age 21 Cost-Benefit Analysis of the Title I Chicago Child-Parent Centers." Educational Evaluation and Policy Analysis 24, no. 4 (2002): 267–303. http://dx.doi.org/10.3102/01623737024004267.

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We conducted the first cost-benefit analysis of a federally financed, comprehensive early childhood program. The Title I Chicago Child-Parent Centers are located in public schools and provide educational and family support services to low-income children from ages 3 to 9. Using data from a cohort of 1,539 program and comparison-group children born in 1980 who participate in the Chicago Longitudinal Study, measures of program participation were significantly associated with greater school achievement, higher rates of high school completion, and with significantly lower rates of remedial education services, juvenile delinquency, and child maltreatment. Economic analyses indicated that the measured and projected economic benefits of preschool participation, school-age participation, and extended program participation exceeded costs. In present-value 1998 dollars, the preschool program provided a return to society of $7.14 per dollar invested by increasing economic well-being and tax revenues, and by reducing public expenditures for remedial education, criminal justice treatment, and crime victims. The extended intervention program (4 to 6 years of participation) provided a return to society of $6.11 per dollar invested while the school-age program yielded a return of $1.66 per dollar invested. Findings demonstrate that an established public program can provide benefits that far exceed costs. Key elements of CPC program effectiveness include an instructional focus on literacy, opportunities for intensive parent involvement, and implementation by well-trained staff within a single administrative system.

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Gordon, Nora. "Do federal grants boost school spending? Evidence from Title I." Journal of Public Economics 88, no. 9-10 (2004): 1771–92. http://dx.doi.org/10.1016/j.jpubeco.2003.09.002.

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Gelpi, Aileen. "Did court find law school in violation of Title IX?" Campus Legal Advisor 18, no. 3 (2017): 15. http://dx.doi.org/10.1002/cala.30679.

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Alpusari, Mahmud, Eva Astuti Mulyani, Riki Apriyandi Putra, and Neni Hermita. "PENGEMBANGAN BIG BOOK SEKOLAH DASAR." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 4, no. 1 (2021): 86. http://dx.doi.org/10.31258/jta.v4i1.86-95.

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This study aims to assist teachers in developing learning media in elementary schools, namely the big book. This study uses a developmental research type with the Thiagarajan 4-D Model which consists of 4 stages, namely, define, design, develop, and disseminate. The research was conducted at PGSD of FKIP, Universitas Riau. The object of this research is the big book of elementary school students developed from the basic competencies in the 2013 curriculum. The products produced are 3 big books with the title Sekolahku, Wisata ke Pantai and Taman Kota. The results of the validation of the three big book titles carried out by experts, the feasibility of the content of the material obtained by the percentage of scores for the title Sekolahku 82.1%; Wisata ke Pantai 82.1%; and Taman Kota 86%. Meanwhile, for the big book language assessment, the percentage for Sekolahku was 79.9%; Wisata ke Pantai 79.7%; and Taman Kota 82.5%. So that the big book learning media is feasible to be tested with revisions according to suggestions.

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Baker, Bruce D., Lori Taylor, Jesse Levin, Jay Chambers, and Charles Blankenship. "Adjusted Poverty Measures and the Distribution of Title I Aid: Does Title I Really Make the Rich States Richer?" Education Finance and Policy 8, no. 3 (2013): 394–417. http://dx.doi.org/10.1162/edfp_a_00103.

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Federal and state governments in the United States make extensive use of student poverty rates in compensatory aid programs like Title I. Unfortunately, the measures of student poverty that drive funding allocations under such programs are biased because they fail to reflect geographic differences in the cost of living. In this study, we construct alternative poverty income thresholds based on regional differences in the wage level for low-skilled workers. We then examine the distribution of Title I revenues after adjusting poverty rates for geographic differences in the cost of living and adjusting Title I revenues for geographic differences in the purchasing power of school districts. Our findings turn conventional wisdom on its head. We find that when we fully adjust for regional differences, Title I funding patterns disproportionately favor rural school districts in low cost-of-living states. We conclude with policy recommendations for revising Title I funding formulas.

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Stier, William F., Robert C. Schneider, Stephen Kampf, and Brady P. Gaskins. "Job Satisfaction for Campus Recreation Professionals within NIRSA Institutions." Recreational Sports Journal 34, no. 2 (2010): 78–94. http://dx.doi.org/10.1123/rsj.34.2.78.

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An international investigation was conducted to determine the overall job satisfaction of college campus recreation employees who are members of the National Intramural Recreational Sports Association (NIRSA). Demographic information was gathered to provide statistical analysis based on (a) region; (b) size of school; (c) private versus public; (d) four-year versus two-year schools; (e) rural, suburban, and urban location; (f) years in the profession; and (g) reporting structure. The following work related areas were examined to determine if NIRSA members were satisfied with their job environment: (a) personal/individual satisfaction, (b) staffing and organizational structure, (c) financial support, (d) salary and professional development, (e) department and individual expectations, (f) campus recreation facilities, and (g) campus collaboration and communication. The study found that overall the respondents indicated they were satisfied with their job situation/environment with greater satisfaction being shown by those with loftier job titles when compared with those with lesser job titles. Differences in job satisfaction were noted in terms of (a) supervisor's expectations of them, salary, and hours worked (based on amount of experience); (b) salary (based on title held); (c) budget allocation (based on reporting structure); and (d) a desire to leave their present position/job (in terms of job title held, experience/length of service and reporting structure).

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Bryan, Julia, and Lynette Henry. "Strengths-Based Partnerships: A School-Family-Community Partnership Approach to Empowering Students." Professional School Counseling 12, no. 2 (2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200202.

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When school counselors team and collaborate with school personnel, families, and community members to foster strengths-based partnerships, they are able to implement classroom, schoolwide, and community-based programs and interventions that support and empower children and families. Strengths-based partnerships utilize the assets found in schools, families, and communities to create strengths-enhancing environments, promote caring and positive adult-child relationships, strengthen children's social support networks, foster academic success, and empower children with a sense of purpose. This article describes a case example of a strengths-based approach to school-family-community partnerships that a school counselor in a Title I elementary school is implementing to empower low-income children and families of color.

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Gravoso, Rotacio, Ernesto Bulayog, and Ma Anabelle Gerona. "Experiences in Acquiring Titles Among Land Claimants in LAMP Municipalities in Leyte." Science and Humanities Journal 07, no. 1 (2007): 36–51. http://dx.doi.org/10.47773/shj.1998.071.3.

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This paper presents land claimants' experiences in acquiring land titles under the sporadic and LAMP land titling schemes. Data were gathered using an interview schedule. Respondents were land claimants from the pilot areas of LAMP-PIO I. Most of them were old, married obtained high school education, and had annual income that fell below the poverty line. Findings showed that under tha LAMP scheme, claimants were able to get their title within about a year. On the other hand, it took an average of 7 years for land claimants to get their title in the sporadic scheme. Respondents who claimed that the LAMP scheme is more effective said that it is faster, cheaper and most importantly, has more systematic procedures.

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Hendon, Claude. "Workforce Development Programs in Florida: Varied Purposes and Varied Performance." Practicing Anthropology 22, no. 1 (2000): 14–19. http://dx.doi.org/10.17730/praa.22.1.t518g50888w78lp6.

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In preparation for welfare reform, the Florida Legislature's Office of Program Policy Analysis & Government Accountability reviewed its workforce development programs. The review identified the eight largest programs, including four primarily federally funded programs: (1) Job Training Partnership Title IIA (JTPA IIA) program for economically disadvantaged adults, (2) the Job Training Partnership Title III (JTPA III) program for displaced workers, (3) Project Independence, the state's old welfare to work program, and (4) Vocational Rehabilitation, the employment training program for persons with disabilities. The review also examined the vocational education programs provided by local school districts to adults through vocational-technical schools and community colleges.

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Cascio, Elizabeth U., and Sarah Reber. "The Poverty Gap in School Spending Following the Introduction of Title I." American Economic Review 103, no. 3 (2013): 423–27. http://dx.doi.org/10.1257/aer.103.3.423.

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Title I of the 1965 Elementary and Secondary Education Act explicitly directed more federal aid for K-12 education to poorer areas for the first time in US history, with a goal of promoting regional convergence in school spending. Using newly collected data, we find some evidence that Title I narrowed the gap in per-pupil school spending between richer and poorer states in the short- to medium-run. However, the program was small relative to then-existing poverty gaps in school spending; even in the absence of crowd-out by local or state governments, the program could have reduced the gap by only 15 percent.

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Rucker C. Johnson. "Follow the Money: School Spending from Title I to Adult Earnings." RSF: The Russell Sage Foundation Journal of the Social Sciences 1, no. 3 (2015): 50. http://dx.doi.org/10.7758/rsf.2015.1.3.03.

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Journal articles on the topic 'Title I school'

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