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Are Title I schools helping students make the grade? A comparison of grade 4 standardized test scores in Title I and non-Title I schools in West Georgia.

机译：第一标题学校是否在帮助学生提高成绩？在西乔治亚州的Title I学校和非Title I学校进行的四年级标准化考试成绩比较。

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摘要

The No Child Left Behind Act has established guidelines that are in place to ensure student academic achievement. In Georgia, the Criterion Reference Competency Test (CRCT) is the summative assessment that determines if schools have made Adequate Yearly Progress by raising achievement scores of students. Federal Title I funding is given to schools with a significant amount of students who are in the lower economic strata. The study determined if there was a difference in the CRCT scores for students in Grade 4 in Title I and non-Title I schools. Specifically, the content areas of reading and math scores were analyzed for 19 elementary schools located in a West Georgia school system. The study was quantitative and ex post facto. The data were collected from the 2008 CRCT. The results of the study showed that students who were in NonTitle I schools outperformed their counterparts in Title I schools in both reading and math with regard to the proportion of students meeting or exceeding on the CRCT. These differences were statistically significant. However, in comparing economically disadvantaged students in Title I schools to only economically disadvantaged students in NonTitle I schools the performance was relatively similar despite the additional funding and resources given to the Title I funded schools. Based on these conclusions, it is recommended that federal funding for Title I schools be reexamined. Suggested areas for future study include replicating this study within similar districts to determine causality by conducting a controlled quasi or true experimental design in order to assess what areas of Title I funding are not making an impact on student education.
机译：《不让任何一个孩子落后法案》已经建立了确保学生学习成绩的指导方针。在佐治亚州，标准参考能力测验（CRCT）是一项汇总评估，它通过提高学生的成绩分数来确定学校是否取得了适当的年度进步。联邦第I标题项资助的对象是经济地位较低的学校，其中有大量学生。该研究确定了第一级和非第一级学校四年级学生的CRCT分数是否存在差异。具体来说，分析了西乔治亚州学校系统中19所小学的阅读和数学成绩的内容范围。该研究是定量的，事后证明。数据来自2008 CRCT。研究结果显示，就达到和超过CRCT的学生比例而言，在非Title I学校的学生在阅读和数学方面都优于Title I学校的学生。这些差异具有统计学意义。但是，将第一类学校的经济困难学生与非第一类学校的经济贫困学生进行比较，尽管获得了由第一类资助的学校额外的资金和资源，其表现还是相对相似的。根据这些结论，建议重新审查联邦对第一类学校的资助。建议的未来研究领域包括在类似地区内复制该研究，以通过进行受控的准或真实实验设计来确定因果关系，以评估第一标题资金的哪些领域对学生教育没有影响。

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  • 作者

    Bland-Washington, Robbin.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Tests and Measurements.Education Elementary.Education Administration.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 133 p.
  • 总页数 133
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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