The purpose of this research was to generate an understanding of the impact of Title I funding on high-poverty schools. Although the Title I policy was designed to provide supplemental funding to high poverty schools, research has uncovered that the highest poverty schools are not always the schools that receive the supplemental funds. This study was motivation by two research questions: (1) How do teachers and administrators in two schools in a Central Florida school district describe their experiences of working within high-poverty schools in years with and without Title I funding; and (2) How do the cases of these two schools help us understand the impact of the Title I funding allocation processes on the working of schools in one school district in Central Florida? Through a qualitative research approach these research questions were answered. Interviews were conducted across two school sites to explore the experiences of teachers and administrators within two high-poverty schools in years with and without Title I funding. The findings revealed that the loss of support that Title I funding provided caused a negative impact on the morale of teachers and students. / A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. / Summer Semester 2018. / May 11, 2018. / equitable education, equity in schools, funding in schools, high-poverty schools, students living in poverty, Title I / Includes bibliographical references. / Ayesha Khurshid, Professor Directing Dissertation; Steve McDowell, University Representative; Robert Schwartz, Committee Member; Stephanie Zuilkowski, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_650303 |
| Contributors | Pfister, Terri Margaret (author), Khurshid, Ayesha (professor directing dissertation), McDowell, Stephen D., 1958- (university representative), Schwartz, Robert A. (committee member), Zuilkowski, Stephanie Simmons (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Leadership and Policy Studies (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (103 pages), computer, application/pdf |
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