Pupil achievement as affected by selected activities of Title I Elementary and Secondary Education Act of 1965

Abstract

This study was initiated to measure the effects of selected activities of the Title I Elementary and Secondary Education Act of 1965 on the achievement of disadvantaged students in the schools of Snook, Texas. The Snook schools contained a twelve grade system with an enrollment of 509 students. Of the total enrollment, 290 students were classified as disadvantaged according to the standards set forth by the Office of Economic Opportunity in Washington, D.C. The larger the number of disadvantaged students-56.9 percent of the total-caused the Snook schools to fall within the category classified as an area of high concentration of educationally disadvantaged. Procedure: the students were assigned to special programs according to needs as determined by achievement test scores and teacher observation. The Title I programs available were remedial reading, remedial language arts and mathematics, health services, and free lunches. Standardized achievement tests were given at the beginning of the 1966-1967 school year and in April another form of the same test was given each group. The Gray-Votaw-Rogers General Achievement tests were used. The scores were coded and placed on IBM cards for analysis. The cards were programmed for a least squares analysis of variance and processed by the IBM 360/65 computer. The analysis of variance yielded summary tables for pre-test scores, post-test scores, and post-test minus pre-test scores and the ratios of post-test to pre-test scores. A separate analysis was run for each grade level and for each curricular area..