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Download full textArrowsmith, Heather E.; Houchens, Gary W.; Crossbourne-Richards, Trudy-Ann; Redifer, Jenni L.; Norman, Antony D.; Zhang, Jie – International Journal of Education Policy and Leadership, 2021
In 2012, the United States Department of Education announced the Race to the Top-District grants. One joint award was made to two large educational cooperatives in the same state that together represented 111 mostly rural schools in 22 districts. One of the grant's identified four essential projects was the implementation of personalized learning.…
Descriptors: Elementary Secondary Education, Individualized Instruction, Educational Legislation, Federal Legislation
Scott, George A. – US Government Accountability Office, 2011
Deaf and hard of hearing children can face significant challenges developing the language and literacy skills needed to succeed in school and become self-sufficient adults. The federal government supports these children through the Early Hearing Detection and Intervention (EHDI) program, which awards grants to states to develop systems to screen…
Descriptors: Deafness, Partial Hearing, Children, Federal Programs
Direct linkKallemeyn, Leanne M.; DeStefano, Lizanne – Early Childhood Research Quarterly, 2009
Using concepts from the evaluation literature, this case study describes the instrumental, conceptual, and political influence of the Head Start National Reporting System (NRS) and on-going child assessments in a local Head Start program. This study found that a local program intentionally aimed to limit the influence of the NRS. The NRS validated…
Descriptors: Program Evaluation, Early Childhood Education, Program Improvement, Disadvantaged Youth
Oregon Department of Education, 2015
The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the…
Descriptors: Accountability, Program Evaluation, Public Schools, Educational Objectives
Galloway, Lawrence L.; And Others – 1974
This document presents an evaluation of the 1973-74 ESEA Title 1 funded Issaquah Re-entry Program, providing continuing educational opportunities for divergent youth who had dropped out of regular secondary schools in their area. Program objectives consisted of specifications of problems to be overcome and their possible solutions. Among…
Descriptors: Career Counseling, Disadvantaged Youth, Dropout Programs, Educational Diagnosis
George Washington Univ., Washington, DC. National Advisory Council on Supplementary Centers and Services. – 1974
Projects funded under Title III of the Elementary and Secondary Education Act (ESEA) are discussed, with the focus on individualized instruction projects. The locale of the projects varies from Texas to Chicago, New Jersey to California, Kentucky to Minnesota, and others. The topics of some of the projects are pre-school students, handicapped…
Descriptors: Evaluation Criteria, Evaluation Methods, Federal Programs, Handicapped Students
Benedict, Annette – 1979
This is an evaluation of a Title VII bilingual education program carried out for Spanish speaking students in grades K-5 at Public School 155 (P.S. 155), Brooklyn, New York. A brief background of Title VII legislation is given. Instructional goals, staff development, parent involvement, and the development of a bilingual curriculum are listed as…
Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Federal Programs
Halliwell, Joseph – 1979
Based on observations of all Title I reading teachers participating in the Program for Optional Assignment in District 20K, Brooklyn, New York, this report summarizes the program's policies, practices, and student achievement results. The program proposal called for assigning special reading teachers to work with second through ninth grade…
Descriptors: Academic Achievement, Compensatory Education, Diagnostic Teaching, Elementary Education
Russell, Gail – 1973
Project Success Environment was funded under Title III of the 1965 Elementary Secondary Education Act to help alleviate the behavioral and academic problems of economically disadvantaged inner city students by providing them with the opportunity to experience, on an individual basis, success in school. The program that was developed during the…
Descriptors: Classroom Design, Classroom Techniques, Curriculum Development, Disadvantaged Youth
Hittleman, Daniel R. – 1972
The New York City Board of Education under Title I of the Elementary Secondary Education Act has instituted a program of special corrective reading services for disadvantaged children in nonpublic schools. Under the program, the Board of Education through its Division of Funded Programs, Office of ESEA Title I Programs for the Non-public Schools,…
Descriptors: Compensatory Education, Corrective Reading, Elementary Education, Federal Aid
Education Turnkey Systems, Inc., Washington, DC. – 1975
This report was submitted by Education Turnkey Systems, Inc. and its subcontractor, Kirschner Associates, Inc. and key University of Maryland and other consultants in response to the needs of the National Institute of Education as specified in the Request for Proposal "to develop a Design to Study Individualized Instruction, as part of a general…
Descriptors: Compensatory Education, Data Collection, Evaluation Criteria, Federal Programs
Texley, Lloyd C.; Dvorak, Ronald S. – 1973
The purposes of the Multiple Activities Program, funded under Title I of the 1965 Elementary Secondary Education Act, were: (1) to supplement the instructional program for educationally disadvantaged children by developing a curriculum and techniques, specifically in reading, which would raise their achievement level commensurate with their…
Descriptors: Ancillary Services, Curriculum Development, Disadvantaged Youth, Economically Disadvantaged
Hicks, John S. – 1979
The Federally funded programs discussed in this report were designed to help students with significant problems in either reading or mathematics achievement in the regular classrooms of District 22 in Brooklyn, New York. Both the math and reading programs operated on a "pullout" basis, utilizng a diagnostic teaching approach. The two…
Descriptors: Academic Achievement, Diagnostic Teaching, Elementary Education, Federal Programs
Valdes, Alice L.; Helms, David C., Jr. – 1975
The research design discussed here focuses on four major questions: (1) what the relative effectiveness of well-implemented "individualized" instruction vs. well-implemented "standardized" instruction for recipients of compensatory education in terms of reading achievement, mathematics achievement and classroom climate is; (2)…
Descriptors: Compensatory Education, Data Collection, Elementary Education, Evaluation Criteria
Contemporary Research, Inc., Los Angeles, CA. – 1975
The National Institute of Education is in the process of designing and conducting a study of compensatory education in accordance with the Education Amendments of 1974. Special attention will be devoted to examining the relative effectiveness of "standardized" versus "individualized" instructional programs. The stated purpose of this report is:…
Descriptors: Academic Achievement, Compensatory Education, Curriculum Development, Elementary Education
