MAXIMIZING STUDENT ACHIEVEMENT: EVALUATING THE IMPACT OF TITLE I FUNDING THROUGH A HIGH DOSAGE READING TUTORIAL PROGRAM IN A NORTH CAROLINA SCHOOL DISTRICT

Abstract

In 1965, President Johnson launched a national initiative to promote educational equity. He focused on ensuring access to a basic education for all students. The goal of the initiative was especially those from low-income families. Despite significant advancements since then, the search for a genuine educational equity still continues. The mixed-methods research study examined the development, effectiveness, and impact of Title I of the Elementary and Secondary Education Act (ESEA), a vital resource allocation aimed at reducing educational disparities in student achievement. The initiative would ensure all students had a fair chance at a quality education. The study's quantitative component scrutinized longitudinal data on academic performance and resource allocation in schools that benefited from Title I funding of a high dosage reading tutorial program. The analysis identified patterns, evaluated the influence of funding on student outcomes, and measured the overall success of a Title I initiative over time. Concurrently, the qualitative component involved detailed interviews with educators and policymakers, alongside comprehensive case studies of selected schools. These qualitative approaches sought to reveal the details of Title I funding on the implementation of high-dosage tutorial reading intervention, delved into the challenges and achievements experienced by schools and the perspectives of those directly engaged in the process. By combining thorough statistical analysis with insightful qualitative findings, this study offered an evaluation of Title I’s contribution to meeting the educational needs of students, particularly those from disadvantaged backgrounds. The results aimed to guide future policy decisions and improve the effectiveness of Title I, thereby enriching the ongoing conversation on educational equity in the United States.