The model which follows was developed for use in monitoring and reviewing compensatory education programs in the Santa Clara School District. (Author)

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)

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)

The one group posttest only evaluation model has been identified as a relatively inexpensive and useful model that can identify program components that are not being successful. The use of the model is discussed and illustrated through a hypothetical evaluation of a compensatory (Chapter 1) program. The one group posttest only evaluation model…

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…

Nearly 20 educational models were studied in an effort to determine varying patterns of effects of educational programs in different settings. Children's academic achievement was measured from kindergarten through third grade in each model program. The study's design, methodology, and findings are reported in this article. (GC)

Based on Leviton and Hughes' conceptualization of variable clusters that affect evaluation utilization, a procedure for measuring utilization potential was developed. Five clusters of variables are consistently related to utilization: relevance, credibility, communication, information processing, and user involvement and advocacy. The…

System Development Corporation conducted an extensive project for compensatory educational intervention for older disadvantaged youth in secondary and postsecondary education. Two intervention strategies were developed, and this report discusses the design of a longitudinal study to evaluate the effects of models growing out of those…

The story of the national evaluation of the Follow Through program mirrors the difficulties in trying to evaluate a complex social program that changed its community service orientation to a strategy of planned variation of early childhood programs. (Author/MLF)

An overview of the function of observation systems within the context of program evaluation is illustrated by summarizing observation systems used in evaluations of primary education, compensatory education, and Follow Through programs. (Author/CM)

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…

Abt Associates, the firm responsible for the primary analysis of the Follow Through experiment, summarize the findings. Their clearest finding indicates that local circumstances, attitudes, and activities unmeasured by evaluation have much more to do with the effectiveness of Follow Through models, without exception, than do their theoretical…

Interpretations point up the fact that research-oriented evaluation, aiming at estimation of program effects on specific test outcome measures, is capable of illuminating only part of the value of a complex social program like Follow Through. (Author/MLF)

The executive summary briefly restates the results of a 17-month excursion into the realm of compensatory education of older disadvantaged youth. During September 1976 through January 1978, System Development Corporation conducted a project to conceptualize models for compensatory educational intervention at the secondary and postsecondary levels,…

The impact of achievement testing on a Spring-Spring vs. a Fall-Spring basis in evaluation of compensatory education programs is examined. The effects of the summer vacation period and crossing test levels were examined. Significant decreases in achievement test scores were found, at all grade levels, between Spring and Fall test administrations.…