CSRD Policy Study: Central Region Report.Reportar como inadecuado




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The Comprehensive School Reform Demonstration Program (CSRD) is designed to assist low-performing schools, especially Title I schools. Grants are awarded through statewide competitions. This report offers the findings of Mid-Continent Research for Education and Learning's analysis of the application process and characteristics of first-round applicants in the Central Region states. The characteristics of the schools granted funding were analyzed to determine whether CSRD funding is reaching the populations intended by the program. The data specifying school characteristics were obtained from the National Center for Education Statistics' Common Core of Data. The types of technical assistance provided to potential applicants, the priorities in scoring applications, the major differences between successful and unsuccessful proposals, and the weaknesses of unsuccessful proposals were assessed. The success rate of low-achieving schools in obtaining funding and how this rate compares to other schools were also addressed. Rural and urban schools were compared by examining the percentage of schools that applied for funds, as well as the percentage that received funds. Analysis indicated substantial differences among states in the application process, specifically in the number of reviewers participating, the scoring rubrics applied, and the average funds awarded. Successful applicants had slightly fewer students and teachers, served a greater percentage of students eligible for free or reduced lunch, and more often demonstrated student need through involvement in Title I and school-improvement efforts. (RKJ)

Descriptors: Accountability, Educational Change, Elementary Secondary Education, School District Reorganization, School Districts, School Restructuring

Mid-Continent Research for Education and Learning, 2550 S. Parker Rd., Suite 500, Aurora, CO 80015. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: info[at]mcrel.org; Web site: http://www.mcrel.org.









Autor: Keller, Robert

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11579&id=ED456571







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