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National Assessment of Title I - Final Report

NCEE 2008-4012
June 2008

B. Key Findings - School Improvement Activities

Fifteen states notified schools of the final determinations on whether or not they had been identified for improvement for 2004-05 (based on 2003-04 testing) before September 2004. Thirty states provided preliminary results by that time. NCLB regulations require states to notify schools and districts of their school improvement status prior to the beginning of the school year; this is important to enable districts with identified schools to notify parents of eligible students about their Title I choice options in a timely manner.

  • Identified schools were more likely to report needing assistance in a variety of specific areas than non-identified schools, and they also reported receiving more days of assistance than non-identified schools. For example, 80 percent of identified schools reported needing technical assistance to improve the quality of professional development, compared with 53 percent of non-identified schools. Similarly, 74 percent of identified schools reported needing assistance to get parents more engaged in their child's education, compared with 46 percent of non-identified schools.
  • Nearly one-third (30 percent) of elementary schools identified for improvement reported increasing the amount of instructional time in reading by more than 30 minutes per day in 2004-05, and 17 percent reported a similar increase in instructional time for mathematics. Non-identified schools less frequently reported such increases. Fifty-five percent of identified secondary schools also more commonly reported increasing instructional time for low-achieving students in reading compared to 36 percent of non-identified schools.
  • Almost three-fourths of all schools offered extended-time instructional programs, and the percentage of students served through after-school programs doubled from 1997-98 to 2004-05 (from 5 percent to 10 percent). In schools that implemented after-school programs, the programs provided an additional 134 hours of instruction annually, on average, or about a 12 percent increase in instructional time for participating students.
  • Twenty-two percent of principals and 30 percent of elementary teachers in identified schools were not aware that their school had been identified as in need of improvement. Parents in a sample of eight urban school districts were less likely to know whether their child's school had been identified as low-performing, compared with principals and teachers; however, parents in schools that had been identified for improvement were significantly less likely than other parents to express satisfaction with their school.