An Examination of Effective Models for Chapter 1 Intervention in Elementary Schools
Graduation Date
Spring 1995
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Abstract
This study examines effective models for use of Chapter 1 funds. The interventions for Chapter 1 of the Elementary and Secondary Education Act are examined for several Northern California Bay Area Elementary schools. Ten teachers answered questions related to the current Chapter 1 program which is in effect at their school site. The results indicate that the majority of Teachers describe their Chapter 1 program models to be based on one or a combination of the following interventions: classroom support, support from additional classroom helpers, and computer use. The effectiveness of their programs is cited within this document.
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