This review of a research institute's evaluation of the national Follow Through program asserts that both the contracting office and the research institute failed to adequately specify the kind of study intended and the functions which it proposed to serve. One of several kinds of evaluation studies might have been undertaken: (1) a research…

Suggests that evaluations of compensatory education programs must take into account the goals of the programs, amount and concentration of funding, obstacles surmounted in their implementation, length of affective and cognitive results, and avoid the cost/benefit approach to human beings. (Author/AM)

Several tools exist that school districts can use to help solve current or potential problems in compensatory programs. The school district should begin by conducting (1) a study to determine the extent to which students are served by multiple compensatory programs, (2) on-site observations of the programs, and (3) a review of the curriculum and…

This document consists of four consecutive annual program evaluation reports covering the years 1991-92, 1992-93, 1993-94, 1994-95, respectively. These reports detail the results of the annual product evaluation of the federally funded Chapter 1 prekindergarten program of the Saginaw, Michigan School District. The purpose of the prekindergarten…

Results of the 1990-91 product evaluation of the federally funded Chapter 1 prekindergarten program of the Saginaw, Michigan School District are reported. The purpose of the program is to provide inner-city 4-year-olds with an environment that will enable them to develop the skills needed for success in school. In 1990-91, the program served 466…

This Local Education Agency (LEA) Self Analysis Instrument for ESEA Title I is one of the products developed and validated by the SEA (State Educational Agencies) Management of Compensatory Education, a multistate project funded through ESEA Title V-505. An additional product of the project was a LEA Process Model said to support the…

The purpose of this study is to provide an assessment of the Follow Through organization and its major components in order to identify problems in functioning and to suggest possible organizational changes that would lead to improved functioning. Each of the major components of Follow Through - the Follow Through Office, the sponsors, local…

Evaluations which describe and measure the impact of programs assisted under Title I are mandated by law. This evaluation is to be used in the decision-making process. A review of the literature on evaluation and instrumentation shows a paucity of descriptive information on early childhood programs funded under Title I. On-going evaluations of…

This review, which is the first review of Head Start home-based programs in more than a decade, employed a telephone survey of all grantees who operated home-based options. Also used were case studies of eight selected programs. Each program participated in an in-depth analysis of program operations and impacts on parents and children. Volume I of…

This State Education Agency (SEA) Self Analysis Instrument for ESEA Title I is one of the products developed and validated by the SEA (State Educational Agencies) Management of Compensatory Education, a multistate project funded through ESEA Title V-505. An additional product of the project was a SEA Process Model said to support the…

This paper addresses methodological and substantive issues regarding the use of portfolios of students' work in Chapter 1 evaluation and program improvement. In evaluations using portfolios desirable characteristics of the evaluation procedure are objectivity, reliability, and validity. The Chapter 1 Evaluation/Program Improvement System (CHEPIS)…

This report examines the National Institute of Education's (NIE's) Request for Proposals (RFP) entitled "Summative Evaluation of the Response to Educational Needs Project (RENP)." The first of six evaluation tasks, Task O, called for the contractor to verify that the questions selected as important were in fact the most important…

Notes that although the state of the art of designing and delivering opportunity programs is confused, contradictory, and conditional, it is also encouraging. Overall effects have been surprisingly positive, even if limitedly so. (Author/AM)

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…