Education Goals for Disadvantaged Students
Chapter 1
NATURE OF THE ST
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In a 1990 report issued by the Executive Office of the President, it was noted that at the "Education Summit" which met in Charlottesville, Virginia during the 1989 school year, six education goals were established which the nation's schools were expected to achieve by the year 2000. These goals were:(1) All children in America will start school ready to learn. (2) High school graduation rates will increase to 90 percent. (3) American students will leave grades 4, 8, and 12 having demonstrated competency in challenging subject areas, including English, math, science, history, and geography; further, students will have learned how to use their minds well and so be prepared for responsible citizenship, continued educational efforts, and productive employment. (4) American students will exceed all other countries in science and math achievement. (5) Every American adult will be literate, able to successfully compete in a global economy, and to exercise their rights and responsibilities as U.S. citizens. (6) Every school in America will be free of drugs and violence, and schools will be marked by a disciplined environment conducive to learning. While these goals are desirable, it cannot be denied that they will be difficult to achieve, especially for those schools and students characterized as "disadvantaged;" this because it is precisely such schools that are marked by drugs and violence as well as low high
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e years of interest to this study, namely the years from 1980 to 1990, it does list several relevant databases from which the information of interest may be obtained. The report also provides an annotated bibliography of some of the major analyses that have been conducted with respect to assessing compensatory education programs. Peterson's report should, therefore, provide not only excellent sources for obtaining more current information, but also it should provide information relevant to constructing a brief review of where Title I programs stood at the beginning of 1980, a review that will serve as a good beginning for the intended analysis.
Not only is the intended study concerned with evaluation of program success in the areas of interest (reading achievement, math achievement, self-esteem, decisions to remain in school until high school graduation) for the students of interest (Black and poor children), it is also concerned with formulating recommendations for program improvements. In this regard, a report issued by Riddle (1986) for the Library of Congress should also prove useful. This report focuses on delineating new strategies for compensatory education service, delivery, eligibility, and the allocation of resource
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Approximate Word count = 5781
Approximate Pages = 23 (250 words per page)
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