Modifying Chapter 1 Program Improvement Guidelines to Reward Appropriate Practices

Abstract

New accountability guidelines have helped to focus educators on the outcomes of Chapter 1 programs, but they may also be rewarding counterproductive practices. They may discourage early interventions, such as preschool, kindergarten, and first-grade programs, which increase the baseline for later gains. They may reward retentions, which significantly increase apparent normal curve equivalent (NCE) gains. They may focus teaching on narrow, easily measured objectives. This article proposes an alternative approach to Chapter 1 accountability which rewards schools for reducing the number of students who fail to meet minimum standards on broad-based, appropriate tests. Retained or untested students would be counted as not meeting minimum standards. Program improvement services would be greatly increased and made available to all Chapter 1 schools. Advantages and problems of this system are discussed.