| Notes |
Nearly 30 years later, Congress, along with President Clinton, passed the Improving Americaís Schools Act of 1994 (IASA), a revision of the ESEA (20 U.S.C. ß 6301). Nominally, it changed the ESEAís Chapter 1 funding program and renamed it Title I (Dougherty, 1998).
Focused on filling the gaps in instruction and support for educationally disadvantaged children, Title I called for clear statements defining the outcomes of student learning, or ìstandards,î as well as assessments to measure student progress (Dougherty, 1998). Economically, Title I allowed schools receiving federal funds to budget resources to aid eligible students. As Dougherty explains, the goal was to transform the federal program ìfrom a remedial track for low-achievers to an accelerated, high performance for low-income and minority studentsî (Dougherty, 1998). As with the original ESEA, critics believed the gaps in academic achievement between rich and poor, white and non-white, grew wider (Reichbach, 2004). |