Descriptor
| Compensatory Education | 12 |
| Program Evaluation | 12 |
| Test Selection | 12 |
| Achievement Tests | 6 |
| Elementary Secondary Education | 6 |
| Achievement Gains | 5 |
| Evaluation Methods | 5 |
| Models | 5 |
| Testing Problems | 5 |
| Criterion Referenced Tests | 3 |
| Elementary Education | 3 |
| More ▼ | |
Source
| Educational Evaluation and… | 2 |
Author
Publication Type
| Reports - Research | 5 |
| Speeches/Meeting Papers | 5 |
| Reports - Evaluative | 3 |
| Journal Articles | 2 |
| Guides - Non-Classroom | 1 |
| Reference Materials -… | 1 |
| Reports - General | 1 |
Education Level
Audience
Location
| Massachusetts (Boston) | 1 |
| Oregon | 1 |
| West Virginia | 1 |
Laws, Policies, & Programs
| Elementary and Secondary… | 10 |
Assessments and Surveys
| Comprehensive Tests of Basic… | 1 |
| SRA Achievement Series | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Educational Testing Service, Evanston, IL. – 1980
Seventeen nationally normed, standardized achievement tests were judged appropriate by the Illinois Title I Test Review Committee for use with Model A-1 in evaluation of Illinois Title I programs. They are the California Achievement Tests, CIRCUS, Gates-MacGinitie Reading Tests, Iowa Tests of Basic Skills, Iowa Tests of Educational Development,…
Descriptors: Achievement Tests, Compensatory Education, Norm Referenced Tests, Program Evaluation
Tucker, Eugene – 1978
This paper explores problems of construct validity in the evaluation of the Follow Through Planned Variation program. Comments center around political ramifications of the program evaluation design, insufficient knowledge on the part of program planners, the diversity of the experimental options, and the instability of the sample. It is suggested…
Descriptors: Compensatory Education, Educational Objectives, Elementary Education, Primary Education
Stonehill, Robert M.; Fishbein, Ronald L. – 1979
The Title I Evaluation and Reporting System (TIERS) was mandated to meet the requirements of the 1974 amendments to the Elementary and Secondary Education Act. It was hoped that TIERS would lead to a clear report of the effectiveness of Title I programs, based upon a synthesis of nationwide data. It has been extremely difficult to compare…
Descriptors: Achievement Gains, Achievement Tests, Comparative Analysis, Compensatory Education
Peer reviewedJaeger, Richard M. – Educational Evaluation and Policy Analysis, 1979
A liberal interpretation of Section 151 of Public Law 93-380, to implement effective local evaluation of Title I programs, is supported. Weaknesses are cited: (1) nationwide impact data, (2) unsound aggregation of Title I achievement gains, and (3) lack of consideration of alternative evaluation methods. (MH)
Descriptors: Achievement Tests, Compensatory Education, Elementary Education, Evaluation Methods
Peer reviewedWisler, Carl E.; Anderson, Janice K. – Educational Evaluation and Policy Analysis, 1979
Seven considerations in designing the Title I Evaluation and Reporting System are reviewed: satisfying state, local, and federal needs; summative evaluation; differences in Title I subprograms; local use of different achievement tests; comparative analysis data; use of approved evaluation designs; and use of a common reporting metric. (MH)
Descriptors: Achievement Tests, Compensatory Education, Elementary Secondary Education, Evaluation Methods
Public Affairs Research Inst., Wellesley, MA. – 1980
In this report, Boston's Title I Elementary Enrichment Program (reading, math, and language arts), Middle and High School Program (reading/language arts), and the PL 81-874 Program (reading/language arts) for 1979-80 are examined. Elementary reading and language arts students had mixed gains, while math students at all elementary levels exceeded…
Descriptors: Achievement Gains, Compensatory Education, Educationally Disadvantaged, Elementary Secondary Education
Forbes, 2ean W. – 1977
Oregon has recognized the problems involved in the evaluation of Elementary Secondary Education Act Title I programs, and has worked toward solutions, while recognizing the differing needs of local, state, and federal departments of education. In order to provide help to the local school districts with respect to evaluation, a statewide committee…
Descriptors: Academic Achievement, Compensatory Education, Disadvantaged Youth, Educational Objectives
Loveridge, Robert L.; Carapella, Ruth – 1979
Kindergarten pupils enrolled in Elementary and Secondary Education Act Title I schools were selected for the Kindergarten Extended Day (KED) Program if they showed marked underachievement on the Cooperative Preschool Inventory (CPI). KED students attended kindergarten for an additional half day. Since previous evaluations of KED may have had…
Descriptors: Academic Achievement, Achievement Gains, Admission Criteria, Compensatory Education
Rosenblatt, Richard D. – 1979
The effectiveness of the Elementary and Secondary Education Act Title I reading and mathematics laboratories were evaluated to assess the improvement of underachieving elementary school students' academic skills. Laboratory students were selected on the basis of academic (rather than socioeconomic) criteria in grades 2 through 5; the control…
Descriptors: Achievement Gains, Achievement Tests, Analysis of Covariance, Compensatory Education
Strand, Theresa; And Others – 1979
Use of the Woodcock Reading Mastery Tests (WRMT), individually administered wide ranging reading tests, was explored, using Title I evaluation Models A1 and A2. Attention was focused on: (1) relationship of the Title I curriculum to the WRMT and the SRA Reading Test; (2) comparative reading achievement gains on both tests, using Model A1; and (3)…
Descriptors: Achievement Gains, Compensatory Education, Content Analysis, Criterion Referenced Tests
Tallmadge, G. Kasten; Horst, Donald P. – 1978
In this discussion of the use of achievement tests in evaluating Title I programs, matching content between test and curriculum is the main theme. The point is made that unless a test measures what is taught, it cannot be sensitive to whatever gains the instruction produces. Thus, if different instructional treatments have different objectives, it…
Descriptors: Achievement Tests, Comparative Analysis, Compensatory Education, Content Analysis
Download full textMelaragno, Ralph J. – 1976
Affective development is considered an important outcome of compensatory programs. This study examines interactions among program, cognitive, and affective variables over an extended time period. Affective dimensions considered for measurement include attitudes toward school, self-concept, achievement motivation, and internal-external control.…
Descriptors: Affective Behavior, Affective Measures, Attitude Measures, Behavior Change
