Literaturnachweis - Detailanzeige
| Autor/inn/en | McKay, Maryann; Michie, Joan |
|---|---|
| Institution | Advanced Technology, Inc., Reston, VA. |
| Titel | Title I Services to Students Eligible for ESL/Bilingual or Special Education Programs. A Special Report from the Title I District Practices Study. |
| Quelle | (1982), (52 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Recht; Bilingual Education Programs; Board of Education Policy; Categorical Aid; Compensatory Education; Cooperative Programs; Coordination; Disabilities; Educational Administration; Educational Finance; Educational Opportunities; Educationally Disadvantaged; Elementary Secondary Education; Eligibility; Federal Legislation; Federal Programs; Limited English Speaking; National Surveys; Special Education; Student Placement |
| Abstract | Data from a national study of Title I of the Elementary and Secondary Education Act were used to investigate existing patterns of services for students eligible for Title I and other categorical programs, district policies regarding the eligibility of handicapped and limited-English-proficient students for Title I services, and coordination of services among Title I, special education, and English as a second language (ESL)/bilingual education. This report focuses on two subgroups of the Title I population: students eligible for Title I and ESL/bilingual services and students eligible for Title I and special education. Among findings of this study are that 10.9 percent of districts responding include ESL in their Title I programs, while only 3.6 percent offer special education as part of Title I. In 44 percent of the districts, all handicapped students in Title I schools who meet cutoff criteria are eligible for Title I, whereas nonhandicapped students meeting these criteria are eligible in about 25 percent of districts. All limited-English-proficient students are considered eligible for Title I if they meet cutoff criteria in 67 percent of districts, while 5 percent of districts consider all limited-English-proficient students ineligible. Most respondents indicate that coordination among categorical programs at the district level is limited. (MJL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
