While research on program effectiveness offers ample evidence that afterschool programs can benefit young people in a variety of ways, this same body of research demonstrates that not all programs are equally effective (Granger, 2008). Some programs show positive results in many or all major outcome categories. Other programs are associated with…

This is the final in a series of evaluative documentations on the 1976 Teacher Corps Conference. It is based on an extensive review of the information submitted on pre- and post-conference assessment forms, on individual session forms, on project team forms, and on extensive and numerous written comments. The focus of the critique was to analyze…

Presents the results of a survey of adult basic education (ABE) literature from 1977 to l983 and offers suggestions on the design of future ABE programs. (AEA)

Provides a brief explanation of the Head Start Expansion and Improvement Act of 1990. Describes the expanded and improved services provided to Head Start children and families and the quality enhancements made to the Head Start program and staff as a result of implementing the act. Lists other elements, in addition to funding, that are important…

This is the third of three volumes that constitute the final evaluation report of Project STAR (State Technical Assistance Resources), an undertaking of the Maryland State Department of Education designed to help 36 elementary schools improve their reading programs. This volume is the project handbook and contains information concerning the…

Presents recommendations for developing the content of career development activities in secondary schools, including basic academic skills, occupational skills, job-seeking skills, world of work knowledge, and work values. Also presents recommendations to improve the delivery of career development activities in secondary schools and discusses the…

This paper gives college reading instructors a four-part prescription to ensure the continued success of their college reading programs: Dispel the myth of remediation that separates college reading programs from traditional academic departments. Define and articulate a philosophy for reading instruction at the college level. Expand college…

This paper was prepared to advise the Teacher Corps/Washington Management Team about the 1976 National Conference. The following questions were used to organize the body of the report: (1) Why a conference? (2) Why certain sessions? (3) Why certain participants? (4) Why certain presentors? and (5) What imperatives should direct planning and…

This bibliography contains annotations of more than eighty books, review-and-synthesis papers, research reports, evaluation studies, and state-of-the-art essays. Titles are listed alphabetically within one of the following five categories: (1) data-base reports, (2) review-and-synthesis papers, (3) evaluation methodology, (4) empirical studies…

Although progress has been made in the past decade in dealing with social and economic problems, there are still problems that need to be addressed. These include the need to revitalize decayed urban areas, and to develop human resources in these areas. This paper suggests that a comprehensive community education approach may be part of the…

In 1974 the General College Legal Paraprofessional Program was evaluated by a team of visitors representing the Special Committee on Legal Assistants of the American Bar Association (ABA). The first part of this document is the full text of the "Evaluation Report" submitted to the ABA House of Delegates by the visitation team. The second…

Intended for instructors and administrators setting up a college reading and study skills program, this paper presents eight issues that should be carefully considered when developing a program structure that will suit the needs and framework of each institution. Discussions, resolutions, and rationale are provided for the following issues: (1)…

The reading program developed at Niagara University in New York has undergone a number of changes in response to long term evaluation. In the early 1970s, the only program evaluation tools used were pretests and posttests. These were misleading, as they measured only short term gains, not retention after completion of the course. Based on ideas…

Since India gained its independence in 1947, three important commissions have examined the issue of educational reform. The first (in 1948) recommended a vocational emphasis in the intermediate (predegree) courses without sacrificing emphasis on preparation for university education. In 1954, the Secondary Education Commission resulted in the…