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Direct linkWinkler, Carol K.; Fortner, C. Kevin; Baugh-Harris, Sara – Forum on Public Policy Online, 2013
Every year 1.3 million U.S. high school students drop out of school with one quarter of female students failing to graduate on time. Female dropouts are more likely to be unemployed, to earn less when they are employed, to become pregnant before the age of 20, to become obese, to smoke, and to drink more heavily than their male counterparts. This…
Descriptors: At Risk Persons, Womens Education, Womens Studies, Disadvantaged Environment
Oswald, Patricia A., Ed.; Zaromatidis, Katherine, Ed.; Levine, Judith R., Ed.; Indenbaum, Gene, Ed. – Online Submission, 2006
This document includes proceedings, abstracts, and papers of the 20th Annual Conference on Undergraduate Teaching of Psychology, which was held on March 29-31, 2006 in Monticello, NY. The conference, which dealt with ideas and innovations in the teaching of psychology, was sponsored by the Psychology Department of the Farmingdale State University.…
Descriptors: Program Evaluation, Psychology, Higher Education, Undergraduate Students
Di Lorenzo, Louis T. – 1969
This report presents the results of a study from July 1965 to July 1969 on the effects of year-long prekindergarten programs for disadvantaged children involving eight school districts in New York State and approximately 1,800 children. The study focused on factors which the schools considered important and major objectives of their programs.…
Descriptors: Cognitive Development, Curriculum Evaluation, Disadvantaged Youth, Early Childhood Education
Irvine, David J.; And Others – 1981
This evaluation of the New York State Experimental Prekindergarten (PreK) Program was designed to investigate the extent to which efforts to enhance program continuity through staff development activities produced lasting effects on children's cognitive and noncognitive development. Three children in each of seven of the 48 PreK school districts…
Descriptors: Cognitive Development, Coordination, Educational Cooperation, Grade 1
HARDING, JOHN – 1966
A FULL-DAY, YEAR-LONG, EXPERIMENTAL NURSERY SCHOOL PROGRAM FOR POOR CHILDREN FROM THE ITHACA, N.Y. AREA WAS CONDUCTED TO OBTAIN INFORMATION ON THE OPERATION OF THIS TYPE OF PRESCHOOL EXPERIENCE FOR THREE- AND FOUR-YEAR-OLD CHILDREN OF POOR FAMILIES AND TO DETERMINE SOME OF THE EFFECTS OF THE PROGRAM ON THE CHILDREN. THE CHILDREN WERE TESTED WITH…
Descriptors: Achievement Tests, Cognitive Development, Comparative Analysis, Disadvantaged
New York State Education Dept., Albany. Div. of ESC Education Planning and Development. – 1982
An evaluation of the New York State Experimental Prekindergarten Program was begun in 1975 to provide longititudinal data on the effects of prekindergarten on children's development over a period of 5 years. Data were collected on a variety of items, including children's test performance at various times, family background, ratings by teachers,…
Descriptors: Child Development, Cognitive Development, Comparative Analysis, Disadvantaged Youth
Petrie, Thomas A.; And Others – 1974
This report contains a description and evaluation of a program for prekindergarten children who are identified as needing compensatory or corrective treatment. The program, in operation for nearly 8 years, can accommodate 60 children. Description of the instructional program was obtained through participant observation, photography, and audio tape…
Descriptors: Cognitive Development, Compensatory Education, Early Childhood Education, Language Acquisition
Joiner, Lee M.; And Others – 1972
Evaluated was a New York City summer enrichment program for 357 educable, trainable, or brain damaged elementary and secondary school children. Objectives of the program were measured improvement in social and emotional development, cognitive development, hobby skill development, and physical fitness. Evaluation consisted of observation,…
Descriptors: Cognitive Development, Elementary School Students, Enrichment, Exceptional Child Education
Fine, Jo Renee; And Others – 1977
Three years of evaluation activities were conducted by the Institute for Developmental Studies (IDS) at New York University for the 1973-1976 program years of Project Mainstream, a Title III, ESEA project in New York's Lower Hudson Region. This work was carried out with the cooperation and support of the Yonkers, New York school system. Objectives…
Descriptors: Academic Achievement, Administrator Attitudes, Behavior Change, Behavior Patterns
