(This article apeared in Education Week on April 18, 2018)
By Sarah D. Sparks on April 16, 2018 11:04 AM
New York City
Over the last two decades, federal grants for educating low-achieving students have shifted from overwhelmingly being targeted to only the individual low-achieving students in a building to mostly being used to support schoolwide programs on high-poverty campuses.
A new nationwide study of the $15.8 billion Title I program suggests that, while the more holistic approach has allowed school and district leaders to support a broader array of staff and interventions for students in poverty, school leaders often do not receive the training and information needed to make the most of the grant's flexibility.
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