The goal of Title I is to provide extra instructional services and activities that support students identified as failing or most at risk of failing the state’s challenging performance standards in mathematics, reading, and writing. Low-income schools or Title I schools are the primary target of Title I funds. A school is eligible for Title I status when 40% of the school’s students are from low income families; these students are identified by their eligibility to receive free and reduced priced meals.
The purpose of this study was to determine whether there is a significant difference in elementary schools’ TVAAS Composite scores between Title I and Non-Title I schools. Specifically, this researcher examined the relationship of Title I funding with student academic growth at the elementary level. The schools were located in rural Tennessee. Data were gathered from the 2012-2013 and 2013-2014 Tennessee State Report Cards and the TNDOE to determine if there was a statistically significant difference between the 2 types of schools. Research indicated mixed reviews on the impact Title I funds have on lower socioeconomic schools.
The researcher performed 5 paired t test and 8 Pearson correlation coefficients. There was a significant difference in the schools’ composite scores between Title I and Non-Title I elementary schools in Tennessee. Non-Title I elementary schools in Tennessee had higher composite scores than those of the Title I elementary schools. Results from the Pearson correlations indicated no significant relationships for mean years of teaching experience with school composite scores.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-4540 |
| Date | 01 December 2016 |
| Creators | Padelski, Anthony W |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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