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Direct linkSerafini, Ellen J.; Rozell, Nadine; Winsler, Adam – International Journal of Bilingual Education and Bilingualism, 2022
This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language…
Descriptors: Immersion Programs, Family Relationship, Language Proficiency, Second Language Learning
Download full textJaeger, Richard M. – 1981
One of several papers commissioned by the National Institute of Education (NIE), this discussion addresses the utility of test-equating studies for large-scale program evaluation and investigates the use of standardized tests in similar evaluation efforts. The discussion begins with an examination of the question, Should standardized achievement…
Descriptors: Achievement Tests, Literature Reviews, Primary Education, Program Evaluation
Novak, Carl D. – 1975
This study was part of the evaluation of Project INSTRUCT, a Title III ESEA reading project. Project schools rated high on implementation were paired with similar control schools. Samples of 165 second-grade students were randomly selected from project and control schools. Covariance procedures were used to compare word knowledge, reading, and…
Descriptors: Achievement Gains, Comparative Analysis, Grade 2, Primary Education
Kaufman, Maurice; And Others – 1978
This report describes the implementation of the Language Education Acceleration Program (LEAP) of Medford, Massachusetts. The program is evaluated. The administration of the program is discussed. Pre and post test results are given and analyzed for the Metropolitan Achievement Test, Stanford Early School Achievement Test, phonics, structural…
Descriptors: Achievement Gains, Compensatory Education, Elementary Secondary Education, Language Skills
Bittner, Marguerite L.; And Others – 1968
Five groups of children were tested, and their test performances were compared. Experimental group one (X-1) consisted of 105 children who had attended a yearlong Preschool Readiness Center program. Experimental group two (X-2) consisted of 93 children who had attended a summer Head Start program. Control groups one and two (C-1 and C-2) consisted…
Descriptors: Academic Achievement, Achievement Tests, Comparative Analysis, Control Groups
Riley, Gerald R. – 1977
The Wichita Follow Through Project (Tucson Early Education Model) involved kindergarten through third grade pupils from low and middle income families in four elementary schools. The 1975-76 longitudinal evaluation was based primarily on results from the Iowa Tests of Basic Skills (grades three-six). Also included were the Metropolitan Readiness…
Descriptors: Cohort Analysis, Comparative Analysis, Compensatory Education, Early Childhood Education
Barker, Pierce; Pelavin, Sol H. – 1976
This study was mounted to assess the validity of standard score transformations of raw test scores and test bias on the 1970 edition of the Metropolitan Achievement Test Battery, in the context of a controversial federally funded compensatory education program, the Educational Voucher Demonstration (EVD). On an individual level the validity of the…
Descriptors: Achievement Gains, Achievement Tests, Educationally Disadvantaged, Elementary Education
Mosher, Frederic A. – 1976
Focusing on the use of the Metropolitan Achievement Test (MAT) with Project Follow Through evaluations, this report represents an extended discussion of the appropriateness of standardized tests for evaluation and policy research. First, the development of the MAT and its roots in the Army Alpha intelligence test are described in detail. The next…
Descriptors: Achievement Tests, Adults, Aptitude Tests, Compensatory Education
Hartford City Board of Education, CT. Research and Publication Dept. – 1966
This document describes two third- and ninth-grade experimental centers which were established to develop language competence and academic motivation in disadvantaged students in Hartford. Evaluation of the ninth-grade "Higher Horizons 100" center is presented. Composed of six staff members, the center provided intensive small-group…
Descriptors: Adjustment (to Environment), Cultural Enrichment, Disadvantaged Youth, Grade 3
