Content area
Abstract
This study measured the relationship between the management practices of ESEA Title I programs and student achievement, attitude toward school, and self concept. Management was measured by the Nebraska Title I Management Scale, utilized by twenty-seven Title I project administrators in Title I schools. Achievement was based on the mean gain scores in remedial reading and mathematics as measured by standardized tests.
The procedure required Title I project administrators to conduct pre and post testing in reading and/or mathematics, student self concepts, and student attitude toward school. The Nebraska Title I Management Scale was administered at three intervals during the project year. Scores for the management scale utilization were correlated with student achievement, self concept, and attitude toward school mean scores.
Conclusions. The hypotheses directing this study were that there was no relationship at the .05 level of significance between the Nebraska Title I Management Scale score and: (1) reading/mathematics mean scores variance, (2) student attitude toward school test scores, and (3) student self concept test scores.
The study rejected hypothesis 1 and retained hypotheses 2 and 3.
Recommendations. (1) A handbook should be developed for the Nebraska Title I Management Scale to aid in its appropriate implementation. (2) Title I project administrators should consider including program objectives directed toward student self concept and attitude toward school.
