A part of the results of the evaluation of more than 50 federally funded ESEA Title I projects in Philadelphia, this volume reports on the evaluation of the cluster "Cultural, Affective, and Supportive Services." Projects in this cluster seek to provide children with additional activities and services that are designed to enrich their…

This final volume of reports on the evaluation of ESEA Title I projects in Philadelphia 1971-1972 is concerned with the cluster "Auxiliary Services to Schools and Pupils." In this report are examined the theoretical bases for the creation and integration of projects directed toward the broad-based career development goals of the School…

The effects of using different data analysis methods on estimates of treatment effects of educational programs were investigated. Various regression models, such as those recommended for Title I program evaluations, were studied. The first effect studied was the amount of bias that might be expected to occur in the various settings. Results…

ESEA Title I projects related to school-community relations and unique staffing patterns, carried out in Philadelphia during 1971-1972, are evaluated in this volume. The six projects in this cluster are: School-Community Coordinator Services; New Staffing Patterns in Educational Improvement Program Schools; Kindergarten Aides and Supervisors;…

The tenability of the equipercentile growth assumption was investigated. This assumption is the basis of the norm referenced evaluation model (Model A) for Title I program evaluations, and supposes that a cohort of students, given no special educational intervention, will maintain the same percentile rank over the course of a school year, as…

In this volume, ESEA Title I projects related to instructional practices and student cognitive performance, carried out in Philadelphia during 1971-1972, are evaluated. The six projects in this cluster are: Class for Mentally Retarded/Emotionally Distrubed Children; English as a Second Language; Improvement of Reading Skills (Reading Skills…

Technical reports of individual Title I project evaluations conducted during the 1974-75 school year are contained in this annual volume. It presents information about each project's rationale, expected outcomes, mode of operation, previous evaluative findings, current implementation, and attainment of its objectives. Projects included are:…

The accuracy with which regression models estimate treatment effects is dependent upon a number of conditions. The stability of the regression line (a function of sample size and correlation between pretest and posttest) is said to be the most important of these conditions. The utility of regression models is proportional to the size of the…

Normative data reported by publishers of the California Achievement Test, the Comprehensive Tests of Basic Skills, and the SRA Assessment Survey were used to illustrate a procedure for specifying goals for Title I programs in terms of normal curve equivalent (NCE) gains. The procedure was based on the amount of growth reflected in student reading…

Threats to the validity of the Title I Evaluation and Reporting System are covered in two parts: an annotated bibliography of reports concerned with technical issues, and a discussion of threats to validity--from the reporting system in general and from each model in particular. Threats common to all three evaluation models are reported:…

This report includes an overview of the Dallas Independent School District's Department of Research and Evaluation, along with its goals, budget, and senior staff members. The bulk of the report is comprised of 15 individual interpretative analyses of the Department's 1979-80 research and evaluation reports. Interpretative analyses are performed…

The RMC Model A (norm-referenced) for evaluation of Title I programs is based upon the equipercentile assumption--that students maintain their percentile rank over a one-year period, provided that no special instrucional intervention is introduced. The control group, essentially the sample used to standardize the achievement test, represents the…

A comparative case study to evaluate the administration of Elementary and Secondary Education Act (ESEA) Title I programs was conducted in eight state departments of education and 32 school districts. Interviews were supplemented by review and analysis of documents and available data at each site. General findings included: (1) evaluation was…

The role that measurement error plays in the regression effect is discussed with particular reference to the RMC models for evaluating the effects of Elementary Secondary Education Act Title I programs. The norm referenced evaluation model assumes a theory of growth where the relative ranking of students remains the same from pretest to posttest…

The norm-referenced evaluation model (RMC Model A) for Title I project evaluation, consists of procedures whereby the expected posttest standing of a treatment group under the null condition is generated from their pretest standing. It is assumed that the treatment group is not selected on the basis of their pretest scores and can be considered…