U.S. Department of Education (ED) activities relating to the utility of Title I evaluations are discussed within the context of an overview of the Title I Evaluation and Reporting System (TIERS) and a history of Title I evaluations. Implications for Chapter 1 of the Education Consolidation and Improvement Act (ECIA) of 1981 are considered. (LC)

Data from the Sustaining Effects Study were used to investigate the impact of attrition. Four types of analyses were conducted: estimation of attrition rate by project, estimation of bias by project, prediction of bias at the project level, and estimation of bias associated with alternative aggregation procedures. Effects of attrition varied with…

A brief description of the development of the ESEA Title I evaluating and reporting system is provided. An analysis and assessment of the kinds of concerns state evaluation officers have about implementing the new guidelines are outlined. Appropriate recommendations based on the findings are provided. (Author/AL)

A brief history of Title I evaluation efforts in Chicago illustrates the concern that the evaluation of Title I programs must serve two masters: the federal reporting mandate and local needs. (PN)

Improving school effectiveness is not a realistic policy goal for the '80s; the goal of maintaining effectiveness at reduced cost levels (i.e., improving efficiency) should be substituted. New technology is creating the potential for reducing costs in education and its adoption may help to overcome traditional political resistance to cost-based…

A series of case studies of the local implementation of Elementary Secondary Education Act Title I and the Education of the Handicapped Act (P.L. 94-142) sought to address two questions: (1) To what extent do the two programs duplicate services? (2) Do their selection procedures result in limiting the services provided? (BW)

Employing a randomized field trial, this 3-year study explored the effects of a multiyear summer school program in preventing the cumulative effect of summer learning losses and promoting longitudinal achievement growth, for a total treatment group of 438 students from high-poverty schools. Longitudinal outcomes for the participants were…

Presents a synthesis of what is known about Title I schoolwide programs, focusing on characteristics of schools and districts implementing schoolwide programs, programmatic and organizational characteristics of the programs, and evidence of program effectiveness. Cautions in interpreting the evaluation findings are presented, and educational…

A study of the loss of instructional time experienced by elementary school students in the Austin Independent School District compensatory education programs resulted in the unexpected findings that both Title I and Non-Title I schools spent more than one-fifth of the school day in noninstructional activities. (MH)

This paper shows how several of Cook and Gruder's meta-evaluation models have been applied in the national evaluation of Project Follow Through. Participants in the evaluation are identified, their roles are described, and the degree to which these roles map onto the meta-evaluation models is assessed. (Author/BW)

Students participating in Elementary Secondary Education Act Title I programs who score at or above the cutoff on an achievement test become ineligible for further instruction to maintain their acquired skills. This article explores the impact of the Title I parameters on school systems, and presents recommendations and conclusions. (MH)

The education establishment's approach to set Chapter 1 standards at or near the legislative minimum for program improvement has unanticipated outcomes that do not advance the improvement effort. These outcomes and the dilemma between the negative aspects of being identified and the positive objective of program improvement are considered. (SLD)

Meta-analytic techniques were used to study the overall impact of the Title I program on student achievement and to examine the effects of mediating methodological and programmatic factors. Data from 17 Federal studies with 657 effect sizes indicate a modest impact of Title I that increased as the program matured. (SLD)

This research suggests that school districts can simultaneously comply with Title I and violate congressional intent for expanding and improving the regular program. Losses in instructional time accompanying Title I may explain its ineffectiveness. (CP)

The internal validity of the RMC models, especially Model A, is examined. Concern centers on limiting evaluation to cognitive outcomes, using constant percentile as the no-treatment expectation, and using norms for one test to establish the expected no-treatment performance level for another test. (MH)