Abstract
Chapter 1 has been effective in raising the achievement level of students it served, but it has not been effective in closing the gap between Chapter 1 students and their more advantaged peers. The revised Chapter 1 contains specific provisions that relate to program improvement. However, the setting of minimum standards for program improvement, along with the dilemma between the negative connotation of being identified as in need of program improvement and its positive intent, has resulted in unanticipated outcomes that do not advance the Chapter 1 program improvement effort.
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