A STUDY TO EXAMINE THE EFFECT OF SCHOOL IMPROVEMENT GRANT (SIG) FUNDS ON STUDENT PERFORMANCE AT SEVEN CALIFORNIA K-8 SCHOOLS.
| dc.contributor.author | Huntoon, Michele | |
| dc.date.accessioned | 2022-02-22T00:28:06Z | |
| dc.date.available | 2022-02-22T00:28:06Z | |
| dc.date.issued | 2021-05 | |
| dc.description.abstract | The School Improvement Grant (SIG), initially authorized in 1965 under the reauthorization of the Elementary and Secondary Education Act of 1965, was passed to substantially support disadvantaged students' needs to raise students' achievement in their lowest-performing schools. This research addresses whether SIG funding alone is the catalyst to closing the achievement gap by comparing schools in a large urban district. The focus is on academic results for students in K-8 elementary schools that received federal SIG funding in seven different schools within a single school district with student demographics that include low socio-economic, English language, and foster youth. Is there an impact on academic achievement when higher levels of funding for students in an urban K-8 Elementary setting, who are considered high poverty and English language learners? In addition, the research looks to historical data related to other states struggling to meet challenges similar to what California has experienced for many years due to unequal student achievement and a weak definition of adequate levels of funding. The study analyzed year-to-year SIG funds received and data, including demographic characteristics and expenditure patterns, including the incentive bonus pay beginning in 2011-12 through 2013-14 fiscal years. State-certified data was used regarding academic achievement, student attendance, and student discipline to determine the impact on student achievement. District leadership and site-level leadership were interviewed. Questions asked how SIG funds were used to increase student achievement at each of the district's seven schools. The evidence and findings demonstrate that the increase in funding to schools serving underserved students has increased academic achievement, student attendance, and student discipline. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11414/3485 | |
| dc.language.iso | en_US | en_US |
| dc.subject | School Improvement Grants (SIG) | en_US |
| dc.subject | student achievement | en_US |
| dc.subject | attendance | en_US |
| dc.subject | discipline | en_US |
| dc.subject | school funding | en_US |
| dc.title | A STUDY TO EXAMINE THE EFFECT OF SCHOOL IMPROVEMENT GRANT (SIG) FUNDS ON STUDENT PERFORMANCE AT SEVEN CALIFORNIA K-8 SCHOOLS. | en_US |
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