A Strategy for Chapter I Planning and Evaluation in School-Based vs. District-Based Projects: Spinoffs from the School Effectiveness Research

Although many large districts have centrally organized their Chapter 1 (Education Consolidation and Improvement Act) compensatory programs at the district and project levels, elementary school improvement efforts are strongly tied to local school autonomy and principal leadership. This paper analyze...

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Bibliographic Details
Main Author Slaughter, Helen B
Format Report
LanguageEnglish
Published 26.04.1984
Subjects
Decision Making
Developmental Programs
Education Consolidation Improvement Act Chapter 1
Educational Planning
Elementary Education
Improvement
Principals
School District Autonomy
School Effectiveness
Tucson Public Schools AZ
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Summary:Although many large districts have centrally organized their Chapter 1 (Education Consolidation and Improvement Act) compensatory programs at the district and project levels, elementary school improvement efforts are strongly tied to local school autonomy and principal leadership. This paper analyzes the Tucson (Arizona) Unified School District's conversion of a centrally organized Chapter 1 project to the school level. A section describing the process notes that the planning cycle began with the annual Chapter 1 needs assessment process, assigned in 1982 to school principals at their own sites. During the next year, principals participated in a Chapter 1 development program offering them greater expertise in requirements previous to the needs assessment planning cycle. Decentralization outcomes, problems, and possibilities are outlined in an eight-part discussion of changing guidelines, cost effectiveness, Chapter 1 and district services coordination, implementation factors, technical assistance, school proposals, program monitoring, and gains evaluation. Findings show that principals are enthusiastic about Chapter 1's new freedoms. (KS)