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Coordinating resources to support standards-based mathematics education programs
The Elementary and Secondary Education Act and other U.S. Department of Education programs are already available to support mathematics instruction and yet these resources, particularly those of Title I, the largest source of federal funding for elementary and secondary schools, remain largely untapped for standards-based mathematics education. School districts have often sought additional funds to support mathematics improvement efforts while overlooking federal resources that are already available to them for this purpose. The 1994 reauthorization of Title I made clear the expectation that these resources be used to help all students achieve high academic standards in mathematics and reading as well as reflect the belief that this is best accomplished by coordinating the use of Title I money with other local, state, and federal funds. In order to learn more about how districts are using Title I funds to support mathematics instruction and how well these programs are being integrated with other local, state, and federally funded programs, the U.S. Department of Education and the National Science Foundation (NSF) asked Horizon Research, Inc., (HRI) to interview administrators in selected school districts around the country. This report, based on the results of a 1998 17-district survey and 5 in-depth district case studies, examines the ways in which federal, state, and local resources were effectively coordinated to support improved student achievement in mathematics.
- "The Elementary and Secondary Education Act and other U.S. Department of Education programs are already available to support mathematics instruction and yet these resources, particularly those of Title I, the largest source of federal funding for elementary and secondary schools, remain largely untapped for standards-based mathematics education. School districts have often sought additional funds to support mathematics improvement efforts while overlooking federal resources that are already available to them for this purpose. The 1994 reauthorization of Title I made clear the expectation that these resources be used to help all students achieve high academic standards in mathematics and reading as well as reflect the belief that this is best accomplished by coordinating the use of Title I money with other local, state, and federal funds. In order to learn more about how districts are using Title I funds to support mathematics instruction and how well these programs are being integrated with other local, state, and federally funded programs, the U.S. Department of Education and the National Science Foundation (NSF) asked Horizon Research, Inc., (HRI) to interview administrators in selected school districts around the country. This report, based on the results of a 1998 17-district survey and 5 in-depth district case studies, examines the ways in which federal, state, and local resources were effectively coordinated to support improved student achievement in mathematics."@en
- "Coordinating resources to support standards-based mathematics education programs"@en