Because the organization of the classroom and the school provide the framework for teaching and learning, this important volume reviews research that focuses on specific issues including: achievement effects of alternative school and classroom organizational practices, ability grouping, departmentalization, special and remedial programs, evaluation processes, and class size. The studies utilize realistic evaluations rather than laboratory or experimental data, and do not prescribe particular practices.

This volume presents the most recent research on Title I federal compensatory education programs. Over the past three decades, Title I of the Elementary and Secondary Education Act has served as the cornerstone of the federal commitment to equality of opportunity. It is the federal government's single largest investment in America's schools. As Title I begins a new century, this book documents the program's history and points to the potential for its future, building on 35 years of research, development, and practical experience. The research and analysis it provides fills a void for systematic information that can help inform Title I education policies and practices.
"Title I: Compensatory Education at the Crossroads" is essential reading for educational researchers and students working in the areas of social stratification and equity-minded policies, programs, and practices. It will serve well as a text for graduate courses on these topics in education, as well as in public policy, sociology, and psychology. Educational policymakers and administrators at the federal, state, and local levels who are concerned with Title I and programs for students placed at risk will find it an important resource in crafting policies and programs for this population of students.

This volume presents the most recent research on Title I federal compensatory education programs. Over the past three decades, Title I of the Elementary and Secondary Education Act has served as the cornerstone of the federal commitment to equality of opportunity. It is the federal government's single largest investment in America's schools. As Title I begins a new century, this book documents the program's history and points to the potential for its future, building on 35 years of research, development, and practical experience. The research and analysis it provides fills a void for systematic information that can help inform Title I education policies and practices.
"Title I: Compensatory Education at the Crossroads" is essential reading for educational researchers and students working in the areas of social stratification and equity-minded policies, programs, and practices. It will serve well as a text for graduate courses on these topics in education, as well as in public policy, sociology, and psychology. Educational policymakers and administrators at the federal, state, and local levels who are concerned with Title I and programs for students placed at risk will find it an important resource in crafting policies and programs for this population of students.

Latino (or Hispanic) children are one of the fastest-growing groups in U.S. schools today. On average, these students perform worse than Anglo students on measures of academic achievement and other measures of academic success, and their drop-out rate is high. There are schools of excellence among those serving Latino children, but the majority of these children are placed "at risk" by schools and community institutions unable to build on the cultural, personal, and linguistic strengths these children are likely to bring with them to school. Schools serving Latino students need programs based on high-quality research, capable of being replicated and adapted to local circumstances and needs.
The purpose of this book is to present the current state of the art with respect to research on effective instructional programs for Latino students in elementary and secondary grades. Surprisingly, this has not been done before; there are many books on the situation of Latino students in U.S. schools, but none so far have reviewed research on the outcomes of programs designed to enhance the academic achievement of these students.
The chapters represent a broad range of methodologies, from experimental to correlational to descriptive, and the solutions they propose are extremely diverse. Each examines, in its own way, programs and practices that are showing success. Together, they present a rich array of research-based effective programs that are practical, widely available, and likely to make a profound difference. What binds the chapters together is a shared belief that Latino students can succeed at the highest levels if they receive the quality of instruction they deserve, and a shared belief that reform of schools serving many Latino students is both possible and essential. This is a book filled with statistics, description, and reviews of research--but even more, it is filled with optimism about what schools for Latino students can be, and what these students will achieve. It is a highly relevant and useful resource for educators, policymakers, and researchers who want to use research to inform the decisions they make about how to help Latino students succeed in elementary and secondary schools, and beyond.

Latino (or Hispanic) children are one of the fastest-growing groups in U.S. schools today. On average, these students perform worse than Anglo students on measures of academic achievement and other measures of academic success, and their drop-out rate is high. There are schools of excellence among those serving Latino children, but the majority of these children are placed "at risk" by schools and community institutions unable to build on the cultural, personal, and linguistic strengths these children are likely to bring with them to school. Schools serving Latino students need programs based on high-quality research, capable of being replicated and adapted to local circumstances and needs.
The purpose of this book is to present the current state of the art with respect to research on effective instructional programs for Latino students in elementary and secondary grades. Surprisingly, this has not been done before; there are many books on the situation of Latino students in U.S. schools, but none so far have reviewed research on the outcomes of programs designed to enhance the academic achievement of these students.
The chapters represent a broad range of methodologies, from experimental to correlational to descriptive, and the solutions they propose are extremely diverse. Each examines, in its own way, programs and practices that are showing success. Together, they present a rich array of research-based effective programs that are practical, widely available, and likely to make a profound difference. What binds the chapters together is a shared belief that Latino students can succeed at the highest levels if they receive the quality of instruction they deserve, and a shared belief that reform of schools serving many Latino students is both possible and essential. This is a book filled with statistics, description, and reviews of research--but even more, it is filled with optimism about what schools for Latino students can be, and what these students will achieve. It is a highly relevant and useful resource for educators, policymakers, and researchers who want to use research to inform the decisions they make about how to help Latino students succeed in elementary and secondary schools, and beyond.