Is Federal Funding Under Title I Really Working for Our Kids? A Causal Comparative Examination

• In Event: Accepting Educational Responsibility for Equitable Outcomes

Abstract

Since 1965, over 300 billion dollars in Title I funds have been funneled to schools. Title I funds target disparities between the achievement of disadvantaged students and their less impoverished peers. Research has focused on funding and factors that impact student achievement. One significant factor is chronic absenteeism, which is associated with lower student performance. Disadvantaged students are more likely to miss school than students from higher-income families. This quantitative examination investigates the effects of mentoring in an urban secondary school. The findings reveal that participation in mentoring for extended periods significantly reduced student absences resulting in higher grade point averages. Findings indicate that low-budget school mentoring programs have a positive impact on absenteeism and student achievement.

Authors

• Judy Jackson May, Bowling Green State University

• Diane Conway, Bowling Green State University