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The Unfulfilled Mission of Federal Compensatory Education Programs


by Erwin Flaxman, Gary Burnett & Carol Ascher 1995

Title I and Chapter 1 were predicated on a strong link between the economic status of students attending a school and their academic achievement, and thus funds should be allocated according to the poverty of that school, not according to the low achievement status of its students. It had been found that the longer a child grows up in a family experiencing poverty, the greater the likelihood that he or she will fall behind grade level. What is more, such students attend schools with high concentrations of other poor students, a condition that multiplies the deleterious impact of poverty on a child's academic achievement. Much of the Government's monitoring, and the accountability of the state and local educational agencies in implementing the program, then, has been to determine whether the money has flowed to schools that the legislation has designated as most needy.


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This article originally appeared as NSSE Yearbook Vol 94, No. 2.


Cite This Article as: Teachers College Record Volume 96 Number 6, 1995, p. 102-123
http://www.tcrecord.org ID Number: 18838, Date Accessed: 12/13/2017 12:40:50 AM

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About the Author
  • Erwin Flaxman
    Teachers College, Columbia University
    E-mail Author
    ERWIN FLAXMAN is Director of the ERIC Clearinghouse on Urban Education at Teachers College, Columbia University.
  • Gary Burnett
    Teachers College, Columbia University
    E-mail Author
    GARY BURNETT is a Research Associate at the ERIC Clearinghouse on Urban Education at Teachers College, Columbia University.
  • Carol Ascher
    Teachers College, Columbia University
    E-mail Author
    CAROL ASCHER is Senior Research Associate at the ERIC Clearinghouse on Urban Education at Teachers College, Columbia University.
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