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Download full textOffice of Elementary and Secondary Education, US Department of Education, 2013
This guidance is written to assist State educational agencies (SEAs) and local educational agencies (LEAs) in understanding and implementing the report card requirements under Title I, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Although each SEA and LEA may consider this guidance in developing and…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, State Departments of Education
National Advisory Council on the Education of Disadvantaged Children, Washington, DC. – 1977
This report on progress in compensatory education reviews reports from various national assessment agencies. It attempts to ascertain the improvements made in compensatory education and identify areas where improvement is still needed. Specific issues discussed in the report include Federal, State and local administration, program effectiveness,…
Descriptors: Adolescents, Annual Reports, Compensatory Education, Educational Improvement
Philadelphia School District, PA. Office of Research and Evaluation. – 1976
This volume contains abstracts of the evaluation reports of projects funded under Title I ESEA during the 1975-76 school year. It is intended to provide the reader with a brief but comprehensive overview of the degree to which project goals were attained. Each abstract contains current management information, as well as information on observed…
Descriptors: Abstracts, Annual Reports, Compensatory Education, Disadvantaged Youth
Comptroller General of the U.S., Washington, DC. – 1975
The overall effectiveness of the Title I program is questionable, according to this report to Congress. Title I of the Elementary and Secondary Education Act authorizes federal financial assistance for programs designed to meet the special educational needs of educationally deprived children living in areas with high concentrations of children…
Descriptors: Disadvantaged Youth, Elementary Secondary Education, Federal Programs, Program Effectiveness
Yap, Kim Onn – 1979
The accuracy with which regression models estimate treatment effects is dependent upon a number of conditions. The stability of the regression line (a function of sample size and correlation between pretest and posttest) is said to be the most important of these conditions. The utility of regression models is proportional to the size of the…
Descriptors: Correlation, Data Analysis, Educational Testing, Evaluation Methods
Anderson, Judith – 1983
ESEA Title I, now Chapter 1 of the Education Consolidation and Improvement Act of 1981, was designed to provide financial assistance to local education agencies to meet the special needs of educationally deprived children, with funds used to provide supplemental instructional support service. Starting with the 1979-80 school year, each state…
Descriptors: Academic Achievement, Annual Reports, Comparative Analysis, Educationally Disadvantaged
Thompson, Tad – 1976
New York State's migrant education program aims to provide each eligible child supplemental education programs that will best meet his assessed needs. In addition to improving skills in reading, mathematics and bilingual education, the comprehensive programs aim to improve health and nutrition, provide recreational activities, and bolster positive…
Descriptors: Academic Achievement, Agency Cooperation, Annual Reports, Computer Oriented Programs
Texas Education Agency, Austin. Div. of Evaluation. – 1975
Fifteen tables present data on Texas Title I programs. Information provided includes basic statistics for 1965-75, Title I programs for 1974-75, participants in ESEA Title I funded programs by grade level, expenditures and participation in instructional activities, noninstructional support services, personnel salaried through Title I, statistical…
Descriptors: Annual Reports, Compensatory Education, Educationally Disadvantaged, Federal Programs
Texas Education Agency, Austin. Div. of Program Evaluation. – 1978
Reviewed in this document are compensatory education programs funded by the Elementary and Secondary Education Act, Title I, in the public and nonpublic schools of Texas during 1977-1978. Included are descriptive statistics concerning the scope and nature of the programs and test data reflecting effectiveness of reading and mathematics activities…
Descriptors: Ancillary Services, Annual Reports, Compensatory Education, Educationally Disadvantaged
Raffeld, Paul; And Others – 1979
The RMC Model A (norm-referenced) for evaluation of Title I programs is based upon the equipercentile assumption--that students maintain their percentile rank over a one-year period, provided that no special instrucional intervention is introduced. The control group, essentially the sample used to standardize the achievement test, represents the…
Descriptors: Achievement Gains, Critical Path Method, Elementary Education, Error of Measurement
Ohio State Dept. of Education, Columbus. – 1975
In addition to presenting statistical, fiscal, and graphic data, this report summarizing division work during fiscal 1975 is designed (1) to help educators and other interested persons to understand the various programs administered by the division; (2) to review their size and scope; (3) to comprehend the past, present, and potential impact of…
Descriptors: Annual Reports, Disadvantaged, Disadvantaged Youth, Economically Disadvantaged
Hunt, Barbara – 1974
Two hundred and seventy-four Oregon Local Educational Agency (LEA) districts took part in 343 Title I Elementary Secondary Education Act (ESEA) funded projects in fiscal year 1974. This report is compiled from project evaluations submitted by these participating LEA's. Chapter 1 provides basic information about the school district participation in…
Descriptors: Annual Reports, Community Involvement, Compensatory Education, Elementary Secondary Education
WORKING, RUSSELL A.; YOUNG, EILEEN – 1967
THE NATURE AND IMPACT OF OHIO'S TITLE I COMPENSATORY EDUCATION PROJECTS ARE EVALUATED IN THIS REPORT. PROJECT PARTICIPANTS WERE CHARACTERIZED BY LOW ACADEMIC ACHIEVEMENT, WITHDRAWAL AND FEELINGS OF REJECTION, ABSENTEEISM, AND IRRESPONSIBILITY. ONLY 50 PERCENT OF THEM HAD PLANS FOR CONTINUING THEIR EDUCATION WHILE 70 PERCENT OF NONTITLE I PUPILS…
Descriptors: Annual Reports, Behavior Change, Case Studies, Compensatory Education
Exotech Systems, Inc., Falls Church, VA. – 1974
Elementary and Secondary Education Act Title I migrant programs focus on identifying and meeting the needs of migrant children through remedial instruction, health, nutrition and psychological services, cultural development, and prevocational training and counseling. Evaluating the impact of Title I programs for migrant children, the study…
Descriptors: Academic Achievement, Advisory Committees, Bilingual Education, Community Involvement
Central Research Corp., Topeka, KS. – 1975
This document is arranged in three parts. Part I reviews the local educational agencies' (LEA's) Elementary Secondary Education Act (ESEA) Title I programs for fiscal year 1975. This review includes the following sections: program achievements in reading and mathematics for the regular term and for the summer term, statistical overview of Title I…
Descriptors: Annual Reports, Delinquency, Educationally Disadvantaged, Evaluation
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