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STUDY SHOWS TITLE I SCHOOL STUDENTS ARE THRIVING

STUDY SHOWS TITLE I SCHOOL STUDENTS ARE THRIVING

(Photo courtesy of northgeorgia.edu/CLE)

While the U.S. Department of Education warns that a majority of schools are falling behind in meeting the student-progress targets required under the No Child Left Behind Act, a new analysis suggests that students who participate in the law’s largest education program, the Title I program for disadvantaged students, are making strides in mathematics and reading.

In a study released Tuesday, the Center on Education Policy, a Washington-based think tank, analyzed the mean test scores as well as the number of students achieving grade-level proficiency in math and reading in 19 states with at least three years of student-testing data between 2002 and 2009. Researchers found that students in the Title I education program for students in poverty improved in math and reading during the 2002-2009 time span in most states with sufficient test data.

“A lot of people have found it fashionable to say that Title I doesn’t work,” said Richard M. Long, the executive director for government relations for the Washington-based National Title I Association. “Well, this says there are indications we are making progress. The real question is how can we make more progress and faster.”

The study also noted that across 4th and 8th grades and high school, more states narrowed the achievement gaps between Title I and non-Title I students than widened them. In Tennessee, for example, 88 percent of 4th grade Title I students reached proficiency in reading by 2009, compared to 95 percent of non-Title I students. But gaps in other states, such as Massachusetts, were large: 64 percent of non-Title I 4th graders in that state and only 31 percent of their peers in Title I performed at a proficient level in reading. (Read more)

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Article by SARAH D. SPARKS, Education Week | Read full article here

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