In this brief discussion of the evaluation of compensatory education, the author analyzes why it has been difficult to discover whether compensatory education has succeeded; in addition, why the causes of success or failure are difficult to assess. In particular, the author points out that the political and economic circumstances of programs make…

Commentary is presented on the evaluation of the Emergency School Aid Act and on an article detailing that evaluation (TM 503 672). The use of randomization and pilot studies is emphasized. (J KS)

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 nature of experimental designs in the evaluation of educational programs is addressed in this commentary on the evaluation of the Emergency School Aid Act and a paper detailing that evaluation (TM 503 672). (JKS)

A research design is described for the situation in which a program, particularly a compensatory education program funded by Chapter 1 of the Hawkins Stafford Act of 1988, can be evaluated when there is no available comparison group and no pretest data. The design requires content specialists to identify which objectives on the posttest were…

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…

Looks at past evaluation of compensatory education, suggests new approaches to evaluation, and makes recommendations about program implementation. (IRT)

The evaluators of the Emergency School Aid Act respond to commentaries on their evaluation of the act and their article detailing that evaluation (TM 503 672). Each commentary is discussed. (See TM 503 673 through 678). (JKS)

Notes that even with the problems identified in this paper, consistent, positive results are appearing in preliminary reports. Equally important, the data seem to support a number of reasonable notions about the impact of distinctive curricula on students. (Author/AM)

In 1988, Congress mandated a national longitudinal evaluation of the effects of the Title I program on students' academic achievement and classroom behavior. This paper presents an overview of the study design, analysis methods, and impact results for student achievement. The analysis used four types of designs to assess the impact of Title I: (1)…

The effects of using different data analysis methods on estimates of treatment effects of educational programs were investigated. Various regression models, such as those recommended for Title I program evaluations, were studied. The first effect studied was the amount of bias that might be expected to occur in the various settings. Results…

This discussion traces the legislative, fiscal, and programmatic history of Project Follow Through and analyzes the many problems and controversies that have surrounded it. It is argued that problems have been largely a result of the attempt to combine research and development (R & D) and social action service programs. Lessons learned as a…

The Elementary and Secondary School Improvement Amendments of 1988 (P.L. 100-297) require the U.S. Department of Education to conduct a national longitudinal study of Chapter 1 of the Elementary Secondary Education Act (ESEA). The department commissioned the selection of experts qualified to provide design suggestions and advice for the national…

Clarifies a general approach to understanding teaching effectiveness research, outlines the requirements of the kind of research that is believed likely to result in verified generalizations about the primary dimensions along which effective and ineffective teachers vary, and provides an example of the kind of research it is believed is needed.…

This book consists of nine articles prepared for a 1973 conference that considered the lessons of two federally funded compensatory education projects of the late 1960s, the Follow Through program and the Head Start Planned Variation program. Both were planned variation programs, under which local communities were invited to design, implement, and…