The effects of Title I funds in improving reading and math achievement in selected Tennessee middle schools
Abstract
In an ex post facto causal-comparative research design, this study investigated the effectiveness of Title I funds in improving achievement of students in selected middle schools in the state of Tennessee. Title I schools were compared to schools with a population of low socioeconomic students greater than 40% therefore were eligible for Title I funds but chose not to accept the funds. Reading and math Tennessee Comprehensive Assessment Program (TCAP) scores were utilized for this study over a two year period (2008–2009 and 2009–2010). The independent variable for the study was Title I school status. The dependent variable was TCAP reading and math scores. In this quantitative study, comprised of two parts, TCAP achievement scores were analyzed. In part one of the study, a sample of 20 Title I schools' TCAP scores were compared with a sample of 20 non-Title I schools' TCAP scores. In part two of the study, a case study was completed in which individual student scores were compared between a sample of students who attended a Title I school and another sample of students who did not attend a Title I school. For all six hypotheses, ANCOVAs were performed at the .05 level of significance, and all hypotheses were retained. No statistically significant differences were found in reading and math among extraneous variables of gender and economically disadvantaged status. The results of the study showed that students who attended a Title I school achieved as well as students who did not attend a Title I school. One recommendation for practice is that Title I funds be used for personnel that work directly with students. Another recommendation was that Title I funds be awarded to schools which successfully improve student achievement on standardized tests. A recommendation for further research is that a longitudinal project involving mixed methods research should be considered. This research should include interviews with Title I teachers and staff members and analysis of programs used within successful Title I schools. Further research should be conducted in a more ethnically diverse setting than available in Tennessee middle schools.
Subject Area
Educational evaluation|Educational leadership|Middle School education
Recommended Citation
Melissa C Palk,
"The effects of Title I funds in improving reading and math achievement in selected Tennessee middle schools"
(2011).
ETD Collection for Tennessee State University.
Paper AAI3487569.
https://digitalscholarship.tnstate.edu/dissertations/AAI3487569