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The fifth school had 40 percent of its students classified as disadvantaged, just missing the cut
off for the classification. Making the cut to qualify for Title I is important to the principals,
because they receive more money for a Title I school classification and the money gives them
latitude for innovation.
Title I and III–Improving the Academic Achievement of the Disadvantaged and non-English
Speaking Students
For the five principals interviewed, improving the academic achievement of the
disadvantaged and providing language Instruction for Limited English Proficient and Immigrant
Students through Title III programs was often linked. ESL and bilingual students and minority
students often had difficulty passing the TAKS.
Table 1 shows that the principals used a variety of strategies to improve the achievement
of their students. These strategies included coordinating Texas Essential Knowledge and Skills
(TEKS) curriculum to the TAKS examination, encouraging teachers to interpret and use data,
organize tutoring programs, assigning bilingual paraprofessionals in science classes, and
providing ESL classes for parents.
<Table l about here>
Coordinating TEKS to TAKS
Four of the five principals used the TEKS program for their students. TEKS provides
learning standards for Texas children that are linked to what students must know to pass the
Convention