This statement describes the Elementary and Secondary Education Act Title I's evaluation effort. Evaluation activities are mandated by Section 151 of the Act and are varied and complex. The evaluation efforts focus as a first priority on improving local and state evaluation activities. The efforts involve the development of evaluation models, the…

How can Title I evaluations be improved so that they are more likely to increase the impact of evaluation data on informed actions within the schools? An examination of evaluation practice leads to the conclusion that most LEA practitioners view Title I evaluation as externally imposed and primarily designed to serve state and federal needs. A…

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 paper reviews the findings of TEMPO's 1967 and subsequent evaluation studies and offers some conclusions and recommendations aimed at strengthening Title I compensatory education programs. An overview of Title I and a description of the TEMPO study and its methodology are provided. It is stated that, with the measurement methods used, no…

This volume summarizes the first phase of the effort to document the Title I evaluation and reporting system and assess what technical assistance requirements would be necessary when the system is implemented. The report also includes a summary of all of the activities conducted thus far in the study, and a detailed description of the evaluation…

An evaluation committee of Minneapolis Board of Education Title I principals initiated the Minneapolis Elementary Secondary Education Act (ESEA) Title I Principals' Building Level Evaluation Project. The purpose of the project was: (1) to help the committee assess the evaluation needs of Minneapolis Title I principals; and (2) to study the…

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…

Albuquerque's Title I evaluation staff is in the process of generating a comprehensive local evaluation design because it considers the federally required product evaluation unsatisfactory. The required mean-gain comparisons were extended beyond the dimension of program to the dimensions of school, grade, and Title I instructor. This evaluation…

The need for competent formal evaluation programs, particularly for new federally assisted programs, is expressed. Problems in defining educational evaluation and its requirements, in designing such evaluations, and 3 possible sources of faulty conceptual bases for evaluations, are presented. An attempt is made to define evaluation in general, to…

This document contains the abridged proceedings of a workshop on the evaluation of ESEA Title I programs, which are designed to improve education for disadvantaged children. Thirty-nine participants from 24 States attended the workshop. The workshop's 14 papers and four discussion excerpts are organized under four main headings: (1) Title I…

Although the evaluation of Elementary and Secondary Education Act Title I programs was mandated with its passage in 1965, the emphasis on evaluation increased in 1974 with the incorporation of Section 151. That section was redesignated in 1978 as Section 183. Section 183 included the directive that evaluations be conducted every third year, to…

This report reviews the effectiveness of national evaluation activities undertaken by the United States Office of Education, Office of Evaluation and Dissemination (OED) with regard to Title I compensatory education programs. Three major evaluations undertaken by the OED and technical assistance activities developed by the OED are described and…

The history of the efforts of the U.S. Congress to obtain evaluation data and reports for Elementary and Secondary Education Act (ESEA) Title I, projects is one of delay and frustration. Prior to the 1974 amendments to the ESEA, evaluation was negligible, not clearly defined, and not comparable across school districts. The Education Amendments of…

Interviews were conducted with contact persons in each of six Western states to assist in determining how the services and products of the Elementary and Secondary Education Act Title I Evaluation Technical Assistance Centers (TAC) could be used most effectively to help State and local education agencies improve the use and usefulness of…

The document contains the major topics discussed at Oregon State Department of Education workshop held in 1968. The conference was funded by Elementary and Secondary Education Act, Title I monies and was organized for school personnel involved in Title I activities. Included are articles on the educational needs of poor children, program planning,…