Title I Grants for Schools Serving At-Risk Children

Fact Sheet on Title I, Part A, August 2002
This document summarizes the reach and effect of Title I, Part A of the Elementary and Secondary Education Act by detailing participant demographics, student achievement trends, and budget information for this portion of the act.

The fact sheet is available in both PDF and Word formats. Fact Sheet in PDF [13K]. Fact Sheet in Word [24K].

High Standards for All Students: A Report from the National Assessment of Title I on Progress and Challenges Since the 1994 Reauthorization
This 2001 report provides a comprehensive summary of the most recent data available from the National Assessment of Title I on the implementation of the Title I program and the academic performance of children in high-poverty schools.

Here is the complete report in PDF [389K] and Word [1.2MB].

Promising Results, Continuing Challenges: Final Report of the National Assessment of Title I:
This report summarizes findings from a variety of studies conducted for the National Assessment of Title I examining the implementation and impact of the Title I program and its role in supporting standards-based reform. The report examines progress in the performance of students in high-poverty schools, the development of state standards and assessment systems, accountability systems and school improvement efforts, the targeting of Title I funds, Title I services at the school level, support for family involvement, services for students in private schools, and services provided under the Even Start, Migrant Education, and Neglected and Delinquent programs.

Here are highlights, the executive summary and the full report in PDF [2.7Mb] and Word [893Kb]. (1999)

State Education Indicators with a Focus on Title I: 1999-2000
This report provides information on key indicators of the condition and progress of K-12 public education in school year 1999-2000, including indicators of state progress in implementing state accountability systems. It includes two-page state profiles as well as summary tables of several accountability-related indicators.

Here is the complete report, and a PDF version of the complete report. [1.6MB]

State ESEA Title I Participation Information for 1999-2000: Final Summary Report
This report summarizes information on students and schools served by the Title I program during school year 1999-2000, and provides trend data from 1998-99. It includes both national and state-by-state data on Part A (grants to local educational agencies) and Part D (state agency program for neglected or delinquent children and youth) programs.

Here are the Report Highlights, also available in PDF [108K] and Word [32K] and the complete report in PDF [516K] and Word [1.5M].

Schools Identified as in Need of Improvement Under Title I: Recent Evidence from the National Longitudinal Survey of Schools
This evaluation brief provides information from the National Longitudinal Survey of Schools on Title I schools identified for improvement in school years 1998-1999 and 1999-2000. Topics covered include: level of understanding of school improvement status by school principals; technical assistance received by these schools; whether schools have been subjected to corrective actions; schools' progress in meeting adequate yearly progress targets and moving out of school improvement status; and general descriptive information on identified schools.

Here is the brief in in PDF [341K] and Word [151K]

Teacher Professional Development in Title I Schools: Recent Evidence from the National Longitudinal Survey of Schools
This evaluation brief provides information from the National Longitudinal Survey of Schools on the status of professional development in Title I schools in school years 1998-1999 and 1999-2000.

Here is the brief in in PDF [300K] and Word [134K]

Provision of Title I Services: Recent Evidence from the National Longitudinal Survey of Schools
This evaluation brief provides information from the National Longitudinal Survey of Schools on the extent to which changes in Title I legislation have helped promote school improvement activities. The brief also reports findings related to the provision of instructional services including extended time, use of pullout and in-class instruction, use of teacher aides; and coordination of services for special population students.

Here is the brief in in PDF [333K] and Word [168K]

The Longitudinal Evaluation of School Change and Performance in Title I Schools: Final Report
This study examined changes in student performance in a sample of 71 Title I schools. It followed a longitudinal sample of students as they progressed from 3rd to 5th grade between 1997 and 1999. The LESCP analyzed student outcomes associated with specific aspects of curriculum and instruction; and identified policy conditions -- especially regarding standards-based reform -- under which effective classroom practices were likely to flourish.

Here are the Report Highlights, Volume 1: Executive Summary in PDF [538K] and Word [145K] and Volume 2: Technical Report in PDF [1.2M] and Word [936K].

Dispelling the Myth: High-Poverty Schools Exceeding Expectations:
This report was prepared by the Education Trust, with support from the U.S. Department of Education's Planning and Evaluation Service as well as the Council of Chief State School Officers. It provides findings of common school attributes from a survey of high-performing and most-improving schools that had poverty levels of at least 50 percent. These schools were overwhelmingly Title I schools, with three-quarters of them operating schoolwide programs.

The complete report (PDF 500 KB) is available from the Education Trust. (1999)

Hope for Urban Education: A Study of Nine High-Performing, High Poverty, Urban Elementary Schools
This study highlights practices in nine high-performing, high-poverty schools (all Title I schoolwide projects) in school year 1998-99. It provides evidence that the vision and underlying philosophy of the Elementary and Secondary Education Act, reauthorized in 1994, can be achieved in high-poverty urban elementary schools.

Full text of report. (1999)

One System or Two? Title I Accountability in the Context of High Stakes for Schools in Local Districts and States.
This report addresses the relationship between the school accountability measures required for Title I schools and those put in place by state and local jurisdictions for all their schools. The study focuses on the degree of coherence and compatibility among these accountability systems, as well as the level and coordination of support provided to schools in need of improvement.

Here is the Executive Summary, and the complete report in PDF [169Kb] and Word [225Kb].

Targeting Schools: Study of Title I Allocations Within School Districts:
This report examines the impact of the 1994 reauthorization on the targeting of Title I funds at the school level. The study also examines Title I funding for secondary schools, the impact of waivers on targeting, funding for schoolwide programs and targeted assistance schools, funding for services for private school students, and the amount of funds retained at the district level.

Here is the Analysis and Highlights.

Even Start Family Literacy Program

Third National Even Start Evaluation: Program Impacts and Implications for Improvement
This report provides information from the third national evaluation of the Even Start Family Literacy Program. The third national evaluation includes two complementary studies: (1) the Even Start Performance Information Reporting System (ESPIRS) and (2) the Experimental Design Study (EDS). The ESPIRS provided annual data from 1997-1998 through 2000-2001 on the universe of Even Start projects. The EDS is an impact study that used an experimental design; families in the study were randomly assigned either to participate in Even Start or to be in a control group. This report presents descriptive information on all Even Start programs and participants based on all four years of ESPIRS data collection, and discusses program impacts based on pretest and posttest data collected from the 18 EDS projects.

Executive Summary and Full Report (2003).

Synthesis of Local and State Even Start Evaluations
This examines the quality and content of a set of 122 local and state Even Start evaluation reports, obtained in late 1997. Based on the methodological strength of the evaluations' outcome studies, 24 reports were chosen for a more detailed review. The report also provides recommendations for strengthening local evaluations.

Analysis and Highlights and Full Report (2000).

National Evaluation of the Even Start Family Literacy Program: Evidence from the Past and a Look to the Future:
This 1998 report summarizes what has been learned about the Even Start Family Literacy Program after 10 years of demonstration and evaluation activities, and points out some of the directions, possibilities, and problems facing the program in the future.

A brief Analysis and Highlights is available, as well as a PDF version [376K] of the complete report.

National Evaluation of the Even Start Family Literacy Program: 1994-1997 Final Report
This report presents the final findings from the second four-year evaluation of Even Start. It updates the data collected in the first three years of the evaluation with the 1996-97 data, and provides analyses of trends over time. More specifically, it reports on changes in the characteristics of participating families, the kinds and intensity of services provided and received, and the results of participation for parents and children from 1994 to 1997. The report draws from the Universe Study, in which all projects annually submitted data on program implementation and participants and the Sample Study, which collected data on program outcomes from a sample of 57 projects. A shorter companion document, "National Evaluation of the Even Start Family Literacy Program: Evidence from the Past and a Look to the Future" synthesizes information from national studies and evaluations of Even Start since the inception of the program and is intended for policy makers and practitioners."

Executive Summary and Full Report (1998).

Migrant Education

State Title I Migrant Participation Information 1998-99
This report summarizes the participation information provided by the state education agencies (SEAs) on the MEP for the 1998-99 school year, the 15th year that SEAs were required to submit information using the State Performance Report.

Here is the report in PDF [1.2M] and Word [1.3M].

The Same High Standards for Migrant Students: Holding Title I Schools Accountable

This executive summary and three-volume report examined whether and how states and schools are including migrant students who are served under Title I, Part C of the ESEA in standards-based reforms.

Here is the Executive Summary in PDF [270K] and Word [169K].

Volume I, Title I Schools Serving Migrant Students: Recent Evidence From The National Longitudinal Survey of Schools, presents the results of a special analysis of Title I schools serving migrant students, using data collected in school-year 1998-1999 by the National Longitudinal Survey of Schools (NLSS). The purpose was to examine whether and how Title I schools that serve migrant students are implementing the provisions of Title I, and to describe the characteristics of and conditions in schools serving migrant children.

Here is the Volume I Final Report in PDF [582K] and Word [1.7M].

Volume II, Measurement of Migrant Student Educational Achievement, investigated the extent to which migrant students participate in state and local assessment and accountability programs, and the types and quality of academic outcome data on migrant students collected and maintained by state and local educational agencies. Data for this study was collected through interviews with migrant program directors and data and assessment records specialists at state and local levels during site visits between October 2000 and January 2001.

Here is the Volume II Final Report in PDF [579K] and Word [1M].

Volume III, Coordinating the Education of Migrant Students: Lessons Learned from the Field, presents the findings of a study of promising practices in migrant education programs. Data for this study were collected through case studies of district migrant education programs, chosen on the basis of nominations from state director. Four groups of two or three districts that share students who move back and forth between them were chosen for study (referred to as Trading Partners).

Here is the Volume III Final Report in PDF [493K] and Word [504K].

Meeting the Needs of Migrant Students in Schoolwide Programs:

When the Migrant Education Program (Title I, Part C, of the Elementary and Secondary Education Act) was reauthorized, schools that serve migrant students were allowed to form schoolwide programs. These programs allow schools to use Title I funds in combination with other state and local funds to improve a school's entire educational program, rather than to serve specific students. The revised statute, however, contains safeguards to ensure that the special needs of migrant students are met.

This study assesses the extent to which schoolwide programs are meeting the needs of migrant children. It consists of a survey to principals in a representative sample of Title I schools that had, as of the 1996-97 school year, implemented the schoolwide program option and served migrant students. The report describes the ways in which migrant students are being served in schoolwide programs and the involvement of migrant representatives and migrant program staff in the schoolwide programs planning process. In addition, twenty-five case studies were conducted from among the sample schools.

The study found that schoolwide programs appear to be addressing the needs of migrant students. Migrant students participate fully in the services provided by schoolwide programs and usually have access to an additional array of services provided by the district migrant education program. However, significant gaps in the data maintained on migrant students make it difficult to determine the extent to which schoolwide programs are actually meeting the needs of migrants as a group. Report Highlights (1999).

The Education for Homeless Children and Youth Program

The Education for Homeless Children and Youth Program: Learning to Succeed
This report provides evidence that state education agencies (SEA) and local educational agencies (LEA) have made significant progress in revising laws, policies, regulations and practices that have served as barriers to the enrollment, attendance, and school achievement of homeless students.

Here is the Executive Summary, also available in PDF [179K] and Word [149K].

Volume I: Reducing Barriers for Homeless Children and Youth for Access and Achievement examines state and local efforts to serve the educational needs of homeless children and youth, and to overcome barriers that affect these students' enrollment, attendance, and school success.

Here is the Volume I Final Report in PDF [288K] and Word [354K].

Volume II: Educating Homeless Children and Youth: A Resource Guide to Promising Practices suggests strategies and processes that states, districts, and schools can use to overcome some of the many barriers that keep homeless children and youth from getting the education to which they are entitled. It also presents approaches for helping them to achieve the same high standards expected of all children. The promising practices the guide describes all come from states and districts that have placed a strong emphasis on enrolling homeless children and youth in school and helping them to be successful students.

Here is the Volume II Final Report in PDF [694K] and Word [414K].

Programs for Children and Youth Who Are Neglected or Delinquent

Study of Local Agency Activities Under the Title I, Part D Program.
The purpose of the study was to obtain descriptive information on LEA activities in a range of programs supported by Title I, Part D, Subpart 2. Information was gathered through site visits to nine diverse programs. Most districts used Subpart 2 funding to provide supplementary academic instruction in local institutions for delinquent youth; however few provided formal transition programs or tracked participants progress after release.

Here is the full study in PDF [286Kb] and Word [441Kb].

Demonstrations of Comprehensive School Reform

Early Implementation of the Comprehensive School Reform Demonstration (CSRD) Program
The CSRD program, enacted by the Obey-Porter legislation of 1998, gives money to States so that schools can implement comprehensive, schoolwide reforms that are based on reliable research and effective practices. In September 2000, the Planning and Evaluation Service released a report on the first year of the CSRD program. The report presents baseline data on the first year of federal, state, district, and school implementation of the CSRD program.

Here is the full study in PDF [344Kb] and Word [600Kb].

Archived information and reports