Longitudinal Evaluation of School Change and Performance (LESCP) in Title I Schools. Volume 2: Technical Report.

摘要

The Longitudinal Evaluation of School Change and Performance (LESCP) design and analyses were organized around the policies embodied in Title I of the Elementary and Secondary Education Act, as amended in 1994. Since its original enactment in 1965, Title I has been intended to improve the learning of children in high-poverty schools, with a particular focus on those children whose previous achievement has been low. Therefore, this study measured changes in student performance in a sample of Title I schools, and its analyses included a special look at those students with initially low achievement. The study was in the tradition of past work addressing school practices and policies that can contribute to higher achievement in Title 1 schools. The study had a dual focus: (1) analyzing the student outcomes associated with specific practices in classroom curriculum and instruction; and then (2) broadening its lens to learn about the policy conditions-especially with regard to standards-based reform-under which the potentially effective classroom practices were likely to flourish.