Part I summarizes key topics of federal education policy articulating accountability requirements for state education agencies (SEAs) and local education agencies (LEAs, or school districts). In that section we describe major goals of the legislation and which components are the same or changed in the federal law. The findings are grouped into…

Forty-two states and the District of Columbia have recently received waivers to the school accountability requirements of the No Child Left Behind Act (NCLB). As the prospects for reauthorizing the Act in the near term are dim, these new accountability systems will be law for at least several years. Drawing on a four-part framework from the…

English language learners (ELLs) with disabilities are an increasing presence in schools in the United States. Title I and Title III of the Elementary and Secondary Education Act require that these students meet the same academic grade-level standards and participate in content assessments as their fluent-English speaking peers without…

English language learners (ELLs) with disabilities are required to participate in all state and district assessments similar to their peers without disabilities. This includes assessments used for the Elementary and Secondary Education Act (ESEA) Title I accountability purposes for demonstrating proficiency in academic content, assessments used…

Investigated two variance estimation procedures on a normed test treated as a criterion-referenced test. The first estimation procedure estimated the standard deviation systematically higher, whereas the second procedure's estimation was systematically lower than the actual standard deviation. (Author/RC)

The purpose of the research was to explore an alternative implementation strategy for Elementary Secondary Education Act Title I evaluation Model A; that is, the use of Rasch calibrated item banks rather than traditional norm-referenced tests. A methodology for obtaining normative information for such banks involved equating a normed test with…

The Educational Amendments Act of 1974 added an evaluation requirement to Title I legislation. Models of evaluation were required to specify techniques and criteria which facilitate comparisons of programs on a statewide or nationwide basis. The School District of Philadelphia conducted simulated studies of three evaluation models to determine…

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…

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…

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…

This document provides a description of the needs assessment component for an Elementary and Secondary Education Act Title I program. The needs assessment model is based on the principle that to be effective, instruction must be tailored to meet the unique needs of the individual child. Other principles of growth and development are also…

Elementary Secondary Education Act Title I evaluation was mandated by Congress in 1974, and three RMC models were devised to provide comparability and flexibility for this evaluation. This paper evaluates the utility of the Title I evaluation models. The first section considers the critical import of past evaluation efforts. The development of a…

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…

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…

An independent research consultant was contracted to describe the operation of the Minneapolis Public Schools' Title I programs for Neglected and Delinquent (N & D) children, to critique the current methods used to evaluate N & D programs, and to suggest improved evaluation methods for the future. This publication consists of two parts, a…