文章基本信息

标题：Charting progress.
期刊名称：The Achiever
出版年度：2008
期号：January
语种：English
出版社：ED.gov English
摘要：A new report examining the Title I program, which provides federal funding to the nation's neediest schools, reveals "substantial progress [was made] in the last six years, but more work needs to be done" to bring every student to the proficient level in reading and math by 2014. Published in two volumes, the National Assessment of Title I Final Report provides recent data evaluating 1) the implementation and impact of the program under No Child Left Behind and 2) the effectiveness of four remedial reading programs. Among the key findings were that more students in most subgroups were performing on grade level, though gains at the high school level were lagging, and that 75 percent of all schools and districts met their states' adequate yearly progress (AYP) targets in 2004-05, while 18 percent of Title I schools were identified as needing improvement. For the full report, visit http://ies.ed.gov/ncee.
关键词：Academic achievement;Education law;Educational assessment;Educational evaluation;Federal aid to education;Government aid to education;Reading;Remedial reading

Charting progress.

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A new report examining the Title I program, which provides federal funding to the nation's neediest schools, reveals "substantial progress [was made] in the last six years, but more work needs to be done" to bring every student to the proficient level in reading and math by 2014. Published in two volumes, the National Assessment of Title I Final Report provides recent data evaluating 1) the implementation and impact of the program under No Child Left Behind and 2) the effectiveness of four remedial reading programs. Among the key findings were that more students in most subgroups were performing on grade level, though gains at the high school level were lagging, and that 75 percent of all schools and districts met their states' adequate yearly progress (AYP) targets in 2004-05, while 18 percent of Title I schools were identified as needing improvement. For the full report, visit http://ies.ed.gov/ncee.

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