A r c h i v e d  I n f o r m a t i o n

School Reform and Student Diversity - September 1995

Table 15

Case Study Research Question #4:
Sources of Financial Support for the Reform at the Middle Grades

SOURCE GRAHAM AND PARKS HANSHAW HORACE MANN WIGGS
FederalTERC is funded by NSF.

Chapter 1

Chapter 1 Project 2061 is nationally funded. Teachers at Horace Mann receive stipends and inservices are supported. The discretionary budget for Horace Mann is $7000; some activities are funded by the local 2061 office outside of this budget. The district has Eisenhower and NSF grants. NSF funds are used to support the development of integrated science curriculum models; this work is in partnership with UTEP.
State
State compensatory (EIA) Horace Mann receives $119,000 annually to implement their restructuring plan; this is a state Restructuring Demonstration Grant (SB1274). State compensatory funds ($750,000) and bilingual education funds ($750,000) combine with local funds to pay for reduced class size. They also pay bilingual and ESL teachers a $1000 stipend.
District "Cambridge has a high per pupil expenditure." Funds for extra class period (extended day) as a school that is highly impacted with LEP students HM receives $480,000 annually in consent decree funds. Local funds ($1,500,000) account for 50% of the "excess cost funding" that allows Wiggs to reduce class sizes in the LAMP program and pay bilingual and ESL teachers a $1000 stipend.
External Partner TERC (see federal) Susan Kovalik and Associates Project 2061 (see federal) UTEP provides training and equipment; they are able to do this with funding from national grants (i.e., NSF).
Other Desegregation funds

Technology grants





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[Table 14 Case Study Research Area #3: Role of Research-Based Information at the Middle Grades] [Table of Contents] [Table 16 Case Study Research Area #5: Impact of the Reform at the Middle Grades]