A re-analysis of evaluation data concerning the Emergency School Aid Act shows that findings of the original evaluators are open to multiple interpretations. (JKS)

Commentary is presented on the evaluation of the Emergency School Aid Act and a review of that evaluation (TM 503 672). The commentary focuses on philosophical issues and the uses of several levels of observation in data analysis. (JKS)

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…

Functioning-level testing has been proposed as an alternative to grade-level testing for the evaluation of compensatory educational programs in which students score well below their own grade level. Data from two studies, however, suggest an adverse impact on program evaluation from the adoption of functioning-level testing. Two compensatory…

Commentary is presented on the evaluation of the Emergency School Aid Act and on an article detailing that evaluation (TM 503 672). The use of randomization and pilot studies is emphasized. (J KS)

The desirability of evaluating the total effect of the Emergency School Aid Act versus specific programs in the Act is the focus of this commentary on the evaluation of that act and an article detailing that evaluation (TM 503 672). (JKS)

This report presents an evaluation of the Medford, Massachusetts, Language, Education, Acceleration Program (Project LEAP) for the 1979-80 school year. The first section presents findings of evaluator observations during program implementation. The second section reports findings from quantitative measures: standardized tests,…

The nature of experimental designs in the evaluation of educational programs is addressed in this commentary on the evaluation of the Emergency School Aid Act and a paper detailing that evaluation (TM 503 672). (JKS)

The various data analyses comparing different approaches to teaching the disadvantaged show that the Direct Instruction model was more effective in terms of basic academic goals and affective outcomes. (Author/AM)

School programs and contextual characteristics that differentiate between successful and nonsuccessful elementary schools funded under the Emergency School Aid Act (ESAA) are examined in this study. It was designed to build upon some of the tentative findings of the 1974-1975 indepth study, in which a number of program and contextual components…

This analysis of the Follow Through program as attempted in Wilmington suggests that the implementation of the experimental treatment is problematic at best, that quantitative analysis of the national results of this quasi-experimental program may provide us with information that is of limited validity and utility, and that the call to treat…

This paper explores problems of construct validity in the evaluation of the Follow Through Planned Variation program. Comments center around political ramifications of the program evaluation design, insufficient knowledge on the part of program planners, the diversity of the experimental options, and the instability of the sample. It is suggested…

The state-funded compensatory education program instituted in the Austin Independent School District in Texas in 1975 consisted of a basic skills component (communication skills/reading and math) for students meeting ESEA Title I criteria, and a bilingual component designed to mesh with the ESEA Title VII Bilingual Project. Enthusiasm for the…

School district personnel responsible for administering Title I programs recognize that for a student to take advantage of remediation the individual must be present for instruction. Many evaluations of Title I programs have attributed increased achievement to increased attendance, without explicitly investigating this assumed relationship. This…

The goals of the Elementary and Secondary Education Act Title I program operated by the Public Schools of the District of Columbia were to provide disadvantaged children with supplemental instructional services to improve their performance in reading and mathematics and to support their affective and psychomotor development. This volume of the…