A study examined Ohio Even Start programs and their attempts to create integrated curricula within their programs. A survey was sent to all Even Start programs. Results indicated that: (1) most of the programs defined their integrated curricula in terms of the themes they designated as focal points (such as consumer skills, child discipline,…

The Program Standards Evaluation System was developed in response to evaluation requirements in the 1973 Rehabilitation Act. The system includes procedures for using standards data to monitor and evaluate vocational rehabilitation (VR) service outcomes and outputs as well as standards on key procedural issues. This trainee handbook has been…

This document describes the instruments and procedures of the graduate follow-ups and program and product evaluations conducted from 1970 to 1978 by Bowling Green State University (BGSU). Three teacher education product follow-up evaluative activities which have been completed are reviewed, and a fourth study being conducted during the 1977-78…

Three New Hampshire communities (Keene, Lebanon, and Portsmouth) were sponsors of model demonstration adolescent parenting programs funded by the Comprehensive Children and Youth Project (CCYP) during the first nine months of 1981. In each community, one agency, in collaboration with other providers, implemented a program designed to meet the…

In response to a provision of the Education Amendments of 1978 concerning evaluation practices and procedures, this report examines four aspects of evaluation in education which focus on how funds allocated to evaluation can be spent more effectively and yield more useful results. On this basis, groups of recommendations are made to both Congress…

This collection of program evaluation studies is designed to help program evaluation staff in state agencies improve their current program education strategies. It alerts staff members to procedures being used in other state agencies, as well as provides further information about the current status of state rehabilitation agency program…

THIS REPORT CONTAINS THE RESULTS OF A QUESTIONNAIRE SURVEY OF TITLE I PROJECT DEVELOPMENT. A QUESTIONNAIRE REQUESTED THE FOLLOWING INFORMATION--NAME OF PERSON RESPONSIBLE FOR IMPLEMENTATION OF THE PROJECT, PROJECT DESCRIPTION, TYPE OF PROJECT (CURRICULUM, MULTIMEDIA, STUDENT-PERSONNEL SERVICES, ADMINISTRATIVE, OR OTHER), NUMBER OF PUPILS SERVED,…

A short term training institute conducted August 12 to August 23, 1968, at Indiana University, Bloomington, Indiana, is described. Thirteen participants took part in a series of meetings, discussions, and activities related to evaluation problems connected with innovative reading programs funded under Title I and Title III of the Elementary and…

The Measurement and Evaluation Center in Reading Education (MECRE), funded through the U.S. Office of Education, was designed to study evaluation procedures presently in use and to prepare materials to assist school officials in evaluating reading programs. Emphasis was to be on evaluating Title I and Title III projects, and it was hoped that…

This report presents the results of a study to design the appropriate evaluation system needed at the Department of Labor for decentralized operation of a comprehensive manpower program. It covers not only the priority evaluations needed and the methods of performing them, but also changes required in planning, reporting, and administration in…

The United States Commissioner of Education asked the Right to Read Office to develop a means to examine systematically existing reading programs or proposals for developing reading programs. This request reflected three needs: (1) to help communities develop reading instruction programs that meet the needs of learners within those communities;…

Congress authorized Follow Through in 1967 under the Economic Opportunity Act to provide developmental and educational services for poor children in primary grades who had experienced Head Start or equivalent pre-school. A large scale service program was envisioned originally. Appropriations were not sufficient, however, so Follow Through was…

The administrator of a recreational program needs to constantly evaluate that program to be sure it is accomplishing the objectives for which it is established; while objective and subjective evaluation on the part of leaders and participants are valuable, factual computerized data are also a reliable tool. (JD)

Net impact estimates of Comprehensive Employment and Training Act (CETA) programs vary widely and can be explained by the different evaluation methodologies used. Estimates are sensitive to the inclusion of recently unemployed persons in the comparison sample and assumptions about the time of decision to enroll in CETA. (GDC)

Describes a summer institute to give participants the working experience of being evaluators. (Author/MB)