A Description of Instructional Experiences Received by Title I and Non-Title I Students.

The Wiley and Harnischfeger school effects model treats quantity of instruction as a predictor of school performance. Despite the importance of the model for the study of school and program effects, including the incremental effects (if any) of Title I and other compensatory efforts, very little information is available on its practical application. Further, with or without the benefit of the model, little is known about the amounts and kinds of instructional services students actually receive in today's schools, either through locally or State supported regular instructional programs or Federally supported Title I programs. The research described in this document provides information in both of these areas. It includes a brief description of an instrument designed to obtain quantity and quality of schooling data, presents descriptive information about the amounts and kinds of services which various types of students receive, and addresses the following questions: (l) What amounts and kinds of services are actually delivered in today's elementary schools? (2) To what extent and in what way(s) does classroom instruction received by Title I students differ from that received by other students? (3) Does the amount of noncompensatory instruction received by Title I students appear to be related to the amount of compensatory instruction received? and (4) Does the delivery of compensatory services to Title I students differ in terms of group size and type of instruction from the delivery of noncompensatory services to these same students? (Author/GC)