This manual briefly reviews the major guidelines for a Title I evaluation plan using the norm-referenced evaluation model, Model A-1. Designed to help local school district personnel responsible for Title I evaluation activities, the manual can be used as a quick check of present evaluation activities or as a planning guide for future activities.…

This conference report presents the position taken by large cities in evaluating projects under ESEA Title I. Since this was the first educational legislation in history to call for evaluation at the local level of programs generated by Federal funds, most districts had little time to design project evaluation and to obtain adequate research…

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…

This document provides a description of the needs assessment component for an Elementary and Secondary Education Act Title I program. The needs assessment model is based on the principle that to be effective, instruction must be tailored to meet the unique needs of the individual child. Other principles of growth and development are also…

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…

A schema for the evaluation of ESEA Title I and III programs is based upon the view that evaluation should be considered as a process for program development and stabilization. Following a general systems approach and applying management theory, the model includes methods for using evaluation as a program improvement tool, with educational…

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…

SEVEN SEPARATE REPORTS DESCRIBE AN OVERVIEW OF A COST-EFFECTIVENESS MODEL AND FIVE SUBMODELS FOR EVALUATING THE EFFECTIVENESS OF ELEMENTARY AND SECONDARY ACT TITLE I PROPOSALS. THE DESIGN FOR THE MODEL ATTEMPTS A QUANTITATIVE DESCRIPTION OF EDUCATION SYSTEMS WHICH MAY BE PROGRAMED AS A COMPUTER SIMULATION TO INDICATE THE IMPACT OF A TITLE I…

The tenability of the equipercentile growth assumption was investigated. This assumption is the basis of the norm referenced evaluation model (Model A) for Title I program evaluations, and supposes that a cohort of students, given no special educational intervention, will maintain the same percentile rank over the course of a school year, as…

In order to assess the impact of Title I programs, models specifying criteria, techniques and methodologies for evaluation were developed. These models prescribe pre- and post-test results for both Title I and non Title I children. This report describes the status of the use of the models, the experience of people who used them during the 1976-77…

An intergovernment program implementation framework is shown to be strongly affected by the way federal expectations and administrative actions interact with the state and local education agency programs. They can influence the components of categories of implementation factors, process variables, and the agency role orientations. (CM)

Twenty-six papers concerning Elementary and Secondary Education Act Title I program evaluation--presented at the 1978 American Educational Research Association/National Council on Measurement in Education meeting--are summarized. Speakers from the federal government are: C.T. Cross (see ED 156 695); R.L. Fishbein; and D. Ozenne. State department…

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)

Research evidence relating to the utility of the RMC evaluation models of compensatory education employing non-normed tests is examined. The history and evolution of five early models into the current norm-referenced model utilizing a non-normed test (Model A2), non-normed versions of a comparison model (Model B2), and the regression model (Model…

Two ESEA Title I evaluation models developed by the Resource Management Corporation (RMC), were field tested simultaneously with 560 Title I reading students, grades 2-8. Measuring instruments for models 1 and 2 were, respectively, the California Achievement Test (reading vocabulary section), a norm-referenced test; and the Tarmac Reading…