Community Project
T.E.A.M (Tutoring Engagement and Mentoring)TEAM Title I program_Layout 1
Nothing is more important to academic achievement than being a good reader. But, when you combine low-income students and ESL children, you are bound to have a high percentage of at-risk children. Title I funds aim to bridge the gap between the two. According to the U.S. Department of Education, Title I is the nation’s oldest and largest federally funded program as it provides over $7 billion dollars into the school systems across the country for those children who are at-risk and living at or near poverty (Green).
Originally, the idea of Title I was enacted in 1965 under the Elementary and Secondary Education Act. The policy was written in order to close the achievement gap between low-income students and other students. However, in 2001 the policy was rewritten under the “No Child Left Behind Act” or NCLB with ideas to “close the achievement gaps between minority and non-minority students and between disadvantaged children and their more advantaged peers” (Corey, Corey, & Callahan, p. 48). The act is based on four basic principles: 1) stronger accountability for results 2) increased flexibility and local control 3) expanded options for parents and 4) an emphasis on teaching methods that have been proven to work (Ed.gov). This would be achieved by setting up stringent standards for schools and establishing continuous assessments to evaluate the school’s progress.
The purpose of Title I funding according to the U.S. Department of Education, “is to ensure that all children have a fair, equal and significant opportunity to obtain a high quality education and reach, at minimum proficiency on challenging state academic achievement standards and state academic assessments” (Green). Through Title I funding, schools with a large population (40%) of low-income students enrolled in the free and reduced lunch program, will receive supplemental funds to improve curriculums, instructional activities, counseling, increase staff and program improvements, especially in reading and math.
Nationally, over 25 percent of the potential high school graduates drop out before graduation. In some major cities, the rate is 40 percent. Higher standards in the public schools from NCLB Act have affected millions of minority and disadvantaged students, who are at-risk (Donnelly). However, identifying those students and developing good programs is only one component. Parent support and involvement is the other vital piece for success. Three decades of research shows evidence that parents are an important influence in helping children achieve high academic standards. When parents are involved in education, children do better in school and schools improve. But unfortunately, many at-risk students do not have the parental support. This is where individuals in the community can help.
It takes a village to raise a child is a popular proverb with a clear message: the whole community has an essential role to play in the growth and development of its children. In a typical school, parent involvement characterized by volunteers, mostly mothers, assisting in the classroom, chaperoning students and fundraising fails in a Title I school. This typical model of parent involvement needs to be replaced with a more inclusive approach that includes: mothers, fathers, stepparents, grandparents, foster parents, relatives, caregivers, neighbors, business leaders, senior citizens, college students and community and church groups-all participating in goal-oriented activities, linked to student achievement and school success.
The T.E.A.M program not only builds self-esteem in the child, it allows them to succeed while building community involvement and responsibility. Getting involved today will open the door to a child’s future.
Works Cited
“Archived: Helping Families, Schools and Communities Understand and Improve Student Achievement.” U.S. Department of Education. 16 Sept. 2004. Web. 28 Apr. 2010. <http://www2.ed.gov/nclb/accountability/ayp/testingforresults.html>.
This is a good site to learn about The No Child Left Behind Act. It has good reliable information since it comes directly from the US Government Education Department. I had heard of the NCLB Act but did not exactly know what it was. This site explains why and what its function is and how to make it successful.
Donnelly, Margarita. “At-Risk Students. ERIC Digest.” ERICDigests.Org – Providing Full-text Access to ERIC Digests. Web. 28 Apr. 2010. <http://www.ericdigests.org/pre-928/risk.htm>.
Interesting website regarding “at-risk” students. It identifies them and explains how to best serve their needs. Seems quite reliable and has clear statistics on the challenges facing these students.
Green, Erica. “What Is a Title 1 School? Understanding the Definition and Characteristics of a Title One School and How to Meet the Requirements and Needs of Low Income Students.”16 Sept. 2009. Web. 28 Apr. 2010. <http://www.brighthub.com/education/k-12/articles/11105.aspx>.
The article was written by a teacher who works in a Title I school and has both a teaching and journalism degree. The article served the propose of understanding how Title I schools function and their role in society. Good links to other interesting information.
Pulley, Diane, and Rosanne Bowman. “Volunteers at a Title I School.” Personal interview. 27 Apr. 2010.
Both of these women have years of experience teaching. They are both reading specialists and have perfected their skills over the years. They have implemented several programs in the school and throughout the district. They are highly respected among their peers and continue to teach what they learn to the teachers and tutors.
