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Download full textBryk, Anthony; Woods, Elinor – 1980
This resource book examines the value-added model approach when used in assessing early childhood Title I (ECT-I) programs. The evaluation design must be able to separate program effects from natural maturation. The basic idea behind the value-added model builds on the notion of natural maturation. The major strengths are that it does not require…
Descriptors: Early Childhood Education, Evaluation Methods, Federal Programs, Mathematical Models
Kilbane-Flash, Marian T. – 1976
The emergence of a sequence in evaluation approaches at the local level during the decade of Title I is discussed. These recurring patterns related to objectives, evaluation designs and data collection modes reflect impact of both external factors (e.g., changes in funding guidelines) and internal factors (e.g., changes in priority needs).…
Descriptors: Compensatory Education, Educational Change, Evaluation Methods, Federal Programs
Pittsburgh Public Schools, PA. – 1967
This conference report presents the position taken by large cities in evaluating projects under ESEA Title I. Since this was the first educational legislation in history to call for evaluation at the local level of programs generated by Federal funds, most districts had little time to design project evaluation and to obtain adequate research…
Descriptors: Case Studies, Disadvantaged Youth, Evaluation Methods, Federal Programs
Evans, John W. – 1977
This statement describes the Elementary and Secondary Education Act Title I's evaluation effort. Evaluation activities are mandated by Section 151 of the Act and are varied and complex. The evaluation efforts focus as a first priority on improving local and state evaluation activities. The efforts involve the development of evaluation models, the…
Descriptors: Compensatory Education, Conceptual Schemes, Evaluation Methods, Evaluation Needs
Merriman, Howard O. – 1971
This speech traces the inception and the operation of an accountability program in the Columbus, Ohio, public schools. The need to comply with the mandated evaluation requirement of ESEA Title I programs and to respond to a demand from the educational community that they be advised of the progress of these programs alerted the Columbus public…
Descriptors: Accountability, Case Studies, Evaluation Methods, Federal Programs
Chalupsky, Albert B.; and others – Urban Rev, 1969
Descriptors: Action Research, Compensatory Education, Evaluation Criteria, Evaluation Methods
General Electric Co., Washington, DC. TEMPO. – 1971
This paper reviews the findings of TEMPO's 1967 and subsequent evaluation studies and offers some conclusions and recommendations aimed at strengthening Title I compensatory education programs. An overview of Title I and a description of the TEMPO study and its methodology are provided. It is stated that, with the measurement methods used, no…
Descriptors: Compensatory Education, Elementary Secondary Education, Evaluation Methods, Evaluation Needs
KENYON, RAYMOND G. – 1966
THIS REPORT CONTAINS THE RESULTS OF A QUESTIONNAIRE SURVEY OF TITLE I PROJECT DEVELOPMENT. A QUESTIONNAIRE REQUESTED THE FOLLOWING INFORMATION--NAME OF PERSON RESPONSIBLE FOR IMPLEMENTATION OF THE PROJECT, PROJECT DESCRIPTION, TYPE OF PROJECT (CURRICULUM, MULTIMEDIA, STUDENT-PERSONNEL SERVICES, ADMINISTRATIVE, OR OTHER), NUMBER OF PUPILS SERVED,…
Descriptors: Compensatory Education, Disadvantaged Youth, Evaluation Methods, Federal Programs
McLaughlin, Donald H. – 1977
This report focuses on the results of approximately twenty central studies of compensatory education completed before 1977 and presents the major results of those studies as they relate to important policy questions for Title I of the Elementary and Secondary Education Act. The results are presented first as they relate to the major tasks of Title…
Descriptors: Compensatory Education, Educational Policy, Evaluation, Evaluation Methods
Fleming, Margaret – 1976
It is proposed that the mandate for evaluation of Elementary Secondary Education Act (ESEA) Title I projects has served to establish models for evaluation design, implementation, and utilization of findings in a large urban school system. Contrary to the experience with evaluation of the "national" Title I program, local efforts were…
Descriptors: Compensatory Education, Educational Policy, Evaluation Methods, Federal Programs
Harvey, James J.; Hill, Paul T. – 1977
This National Institute of Education (NIE) study of compensatory education, and evaluation of Elementary and Secondary Education Act Title I is a response to congressional evaluation needs. The report traces the origin of Title I and the congressional interest in its evaluation. Prior efforts to assess the effectiveness of Title I, congressional…
Descriptors: Compensatory Education, Disadvantaged Youth, Elementary Secondary Education, Evaluation Methods
HARSH, J. RICHARD – 1967
APPRAISALS OF ELEMENTARY AND SECONDARY ACT PROGRAMS SHOULD BE MADE IN TERMS OF (1) A PROGRAM'S STATED PURPOSES, (2) A BEHAVIORIAL DEFINITION OF PROGRAM OBJECTIVES, (3) THE SITUATIONS AND EXPERIENCES THROUGH WHICH THE OBJECTIVES ARE TO BE ACHIEVED, (4) DATA COLLECTED BY APPROPRIATE INSTRUMENTS TO MEASURE THE ACHIEVEMENT OF OBJECTIVES, AND (5) DATA…
Descriptors: Compensatory Education, Data Analysis, Data Collection, Disadvantaged Youth
Sprague, Kim; Hamilton, Jennifer; Coffey, Deb; Loadman, William; Faddis, Bonnie – Society for Research on Educational Effectiveness, 2009
Rigorous research provides information that will allow other schools and districts to select interventions that have a scientifically based track record of effectiveness. All Striving Reader grants include the mandate to evaluate literacy intervention(s) targeted to adolescents who are reading significantly below grade level. Although all studies…
Descriptors: Conferences (Gatherings), Evaluators, Program Effectiveness, Evaluation Methods
JACOBS, JAMES N.; AND OTHERS – 1967
THE EFFECT WHICH THE FIRST YEAR OF VARIOUS ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) TITLE I COMPENSATORY EDUCATION PROJECTS HAS HAD ON A DISADVANTAGED POPULATION IN CINCINNATI IS REPORTED IN THIS EVALUATION. THE EVALUATORS HYPOTHESIZED THAT THE MOST DRAMATIC RESULTS WOULD OCCUR IN SCHOOLS WHICH RECEIVED THE MOST INTENSIVE TREATMENT. IN THE…
Descriptors: Ancillary School Services, Annual Reports, Compensatory Education, Disadvantaged Youth
Nairus, John P. – 1976
The original requirement for evaluation in Title I of the Elementary and Secondary Education Act of 1965 was unprecedented. However, the wording and intent of the requirement was purposely left vague because of the conflict between the schoolman's concern over federal interference and Congress' demands for feedback that could lead to efficient…
Descriptors: Compensatory Education, Disadvantaged Youth, Elementary Secondary Education, Evaluation
