Title I Schools

Kianna Meadows

Learning Targets:

1.) I can explain the qualifications of a Title I School

2.) I can identify the different roles of school and family involvement that impacts the students' academic success

3.) I can reflect on strategies and support systems that can support students and their families in Title I Schools

Anticipatory Set:

Imagine yourself in your junior year of high school and you have just turned 16 turned sixteen. You're expecting freedom like late night drives with friends and Friday night football games, right? Well after school, you have to work late night shifts to help support your single-income household and help with your four siblings. When will you get time to work on that history project? Do you have time to try out for the basketball team this year? Are you free after your six-hour shift afterschool to go to the homecoming football game everyone is talking about? Do you have enough money to help pay for this week's groceries or light bill?

Do you think you could manage this life? Many students in America have these responsibilities. This lesson explores the impacts low socioeconomic statuses have on students in Title I schools. In this content, it highlights the diverse family roles that support students' education and how socioeconomic status plays a factor in student engagement.

Content Overview:

Students' and their families' socioeconomic statuses along with the family's dynamics impacts educational experiences for their students.

Socioeconomic status (SES) goes deeper than just the financial wellbeing of a family. The American Psychological Association states, SES encompasses educational attainment and social class (2017). Diving further beneath the surface level, SES has a great impact on academic achievement.

The Bronfenbrenner Graph shows the impact and involvement each external factor can play in a child's life.

-Microsystem: Immediate family, home life and conditions

-Mesosystem: Extended Family, Friends, Extracurriculars, School

-Macrosystem: Socioeconomic Status, Social Class, Enviorments (neighborhoods, city, etc.)

The Evolution of Title I

Title I Programs were created to aid students in schools with high poverty in 1965 (American Institutes for Research, 2019). Title I provides resources and additional support to low-achieving schools.

The qualifications for Title I are:

-High percentage of low-income families, which is determined through the number of eligible students for reduced price lunches

-Census Poverty data

-Transferring students into non qualifying schools

Family Involvement and Support Systems

Lesson Closure

This lesson highlights how Socioeconomic Status, family and school support can shape a child's educational journey in Title I schools. We have explored the external factors that have involvement along with ways the Title I program supports the schools. As we move forward as future educators, we can reflect how to create an equitable environment for students.

Once a school receives Title I funding and support, there is a list of requirements for schools, educators, and families

The families are strongly encouraged to participate in programs to increase parental involvement. Parents have the right to receive quarterly and annual progress reports of their child's academics. Schools may provide resources for homeless families and non-English speaking families.

Schools also must encourage and implement a safe and drug free environment for their students (Ferguson).

Quick Check

1.) Which of the following best describes how socioeconomic status (SES) influences student achievement in Title I schools?

A. SES only affects students' access to extracurricular activities

B. SES includes financial status, education level, and social class, all of which impact academic outcomes

C. SES is unrelated to family involvement in education

D. SES only matters in private school settings

What is the primary factor used to determine if a school qualifies for Title I funding?

A. Number of extracurricular programs

B. Percentage of students from low-income families

C. Student test scores

D. Teacher experience levels

How I used AI

I used AI to help me generate lesson objectives (Microsoft Copilot). AI helped me create ideas and prompts for this assignment. I also used AI to find synonyms and other terms to use for certain words/phrases. I used AI for the multiple choice questions. I did have to edit the output because it was not exactly in the context I was looking for.

References

American Psychological Association. (2017). Education and Socioeconomic Status. American Psychological Association. https://www.apa.org/pi/ses/resources/publications/education

Ferguson, C. (2009). A Toolkit for Title I Parental Involvement National Center for family and Community Connections with schools Advancing Research, Improving Education. https://sedl.org/connections/toolkit/toolkit-titleI-parent-inv.pdf

Le Floch, K. C. (2019, July 31). Title I at 50: Past, Present, and Future | American Institutes for Research. American Institutes for Research. https://air.org/resource/spotlight/title-i-50-past-present-and-future

Title I, Part A Parent and Family Engagement - Title I, Part A (CA Dept of Education). (2017). Ca.gov. https://www.cde.ca.gov/sp/sw/t1/parentfamilyinvolve.asp

U.S. Department of Education. (2025). Parent and family engagement non-regulatory guidance title I, part A of the elementary and secondary education act of 1965 act. https://www.ed.gov/media/document/parent-and-family-engagement-guidance-2025-109202.pdf

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