In September 2005, the New York City Department of Youth and Community Development (DYCD) launched the Out-of-School Time Programs for Youth (OST) initiative to provide young people throughout New York City with access to high-quality programming after school, on holidays, and during the summer at no cost to their families. Working closely with…

In September 2005, the New York City Department of Youth and Community Development (DYCD) launched the Out-of-School Time Programs for Youth (OST) initiative to provide young people throughout New York City with access to high-quality programming after school, on holidays, and during the summer at no cost to their families. Working closely with…

This study was designed to examine the effects of a whole school reform, the Knowledge is Power Program (KIPP), specifically designed to raise academic achievement of at-risk urban middle school students by establishing an extended school day and year, a rigorous curriculum, after-school access to teachers, and increased family-school connections.…

In this study, the authors explore the implementation of a statewide class-size reduction program in nine high-poverty schools. Through qualitative methods, they examined how schools used class-size reduction to change staffing patterns and instructional programs. Requiring changes in space allocation, class-size reduction was accomplished through…

This report summarizes the 2005-2006 evaluation study results of the Tennessee EdTech Launch 1 (TnETL-1) and TnETL Launch 2 (TnETL-2) program. The threefold purpose of the evaluation remained consistent for both years: (1) to use rigorous research to assess the effects of TnETL in raising student achievement as a function of students becoming more…

In 2002, Tennessee passed its first Public Charter School legislation. Four schools were successful in gaining approval to begin operating in the 2003-2004 academic year. The second cohort of three charter schools began operation during the 2004-2005 academic year, with the third cohort of five schools starting-up during the 2005-2006 academic…

This paper relates experiences in implementing a peer-assisted study program in a teacher education course. A class of 124 students in their first year of a Bachelor of Education (Early Childhood Program) undertaking a core course in basic science were the subjects of the study. They were mentored in a peer-assisted learning program by eight third…

Lessons learned from Onderwijs un Sociaal Milieu (OSM), or Education and Social Origin, the largest compensation and enrichment program ever developed in The Netherlands, are described in this paper. Although the program did not raise lower class students' standardized test scores to the national level, the program had overly ambitious goals and…

Traditional large-group instruction is geared toward one type of learning style and often assumes a specific cultural background. Tutoring, as a way to augment traditional instruction and help students with special needs, is examined in this bulletin. Following the introduction, chapter 1 reviews evidence supporting the effectiveness of tutoring…

Procedures used in securing the cooperation of states and schools for the 1990 Trial State Assessment Program (TSAP) of the National Assessment of Educational Progress (NAEP) are described. These include procedures for: (1) the 1989 Field Test; (2) the training of local administrators and quality control monitors; and (3) scoring and processing…

This report offers an evaluation of the Hawaii Chapter 1 Program for school years 1985-86 and 1986-87. The reading and mathematics programs served 14,158 students in 1985-86 and 14,280 in 1986-87. Data regarding reading indicated that mean normal curve equivalent (NCE) gains greater than zero were found in all districts and grade levels for both…

For 10 years, Rockland Community College (RCC), a college of the State University of New York, operated a Special Services Project (SSP), using federal aid to provide remedial and English as a Second Language (ESL) instruction to educationally disadvantaged students and those with limited English abilities. In 1987, RCC decided not to rely solely…

Findings of an evaluation of the first 5 years of a longitudinal program designed to enhance children's prosocial development are reported. The program was offered for children in three elmentary schools in a suburban, middle-class district near San Francisco. Three schools in the same district served as a comparison group. Enrollment ranged from…

A computer-assisted reading program was implemented in the VESL (Vocational English as a Second Language) Center at Hacienda La Puente Adult Schools (California), which provides support services to adult special needs vocational students. The purpose of the program was to improve the technical reading skills of the vocational students. The basic…

Seven fundamental questions pertinent to the evaluation of inservice personnel training programs are listed: 1) To what extent is useful, need-oriented, and relevant training provided to personnel participating in the program? 2) Are the trainees mastering the various tasks, competencies, data etc. being provided in the various elements of the…