Title I: Compensatory Education at the Crossroads

This volume presents the most recent research on Title I federal compensatory education programs. Over the past three decades, Title I of the Elementary and Secondary Education Act has served as the cornerstone of the federal commitment to equality of opportunity. It is the federal government's single largest investment in America's schools. As Title I begins a new century, this book documents the program's history and points to the potential for its future, building on 35 years of research, development, and practical experience. The research and analysis it provides fills a void for systematic information that can help inform Title I education policies and practices. Title I: Compensatory Education at the Crossroads is essential reading for educational researchers and students working in the areas of social stratification and equity-minded policies, programs, and practices. It will serve well as a text for graduate courses on these topics in education, as well as in public policy, sociology, and psychology. Educational policymakers and administrators at the federal, state, and local levels who are concerned with Title I and programs for students placed at risk will find it an important resource in crafting policies and programs for this population of students.

Karen M. Arnold, Center for Research on Education, Diversity, and Excellence (CREDE), University of Houston Geoffrey D. Borman, Johns Hopkins University Jerome V. D'Agostino, University of Arizona Larry V. Hedges, University of Chicago John F. Jennings, Center on Education Policy Edward L. McDill, Johns Hopkins University Stephen J. Meyer, University of Chicago Gary Natriello, Teachers College, Columbia University Yolanda N. Padron, Center for Research on Education, Diversity, and Excellence (CREDE), University of Houston Barry Rutherford, Center for Research on Education, Diversity, and Excellence (CREDE), University of California, Santa Cruz Robert E. Slavin, Johns Hopkins University Samuel C. Stringfield, Johns Hopkins University Hersholt C. Waxman, Center for Research on Education, Diversity, and Excellence (CREDE), University of Houston Kenneth K. Wong, University of Chicago