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Download full textLiu, Kristin K.; Goldstone, Linda; Thurlow, Martha L.; Ward, Jenna; Hatten, James; Christensen, Laurene L. – National Center on Educational Outcomes, 2013
English language learners (ELLs) with disabilities are an increasing presence in schools in the United States. Title I and Title III of the Elementary and Secondary Education Act require that these students meet the same academic grade-level standards and participate in content assessments as their fluent-English speaking peers without…
Descriptors: English Language Learners, Disabilities, State Standards, Standardized Tests
Fortna, Richard O. – 1981
Measurement terms used in Title I evaluation are contained in this glossary. Several types of measurement techniques are identified and defined. Other measurement terms which are defined include those relating to validity, reliability, statistical analysis, test interpretation, and program effectiveness. (DWH)
Descriptors: Educational Testing, Evaluation Methods, Glossaries, Program Evaluation
Echternacht, Gary – 1980
The Normal Curve Equivalent (NCE) gain statistic is examined, and considerations for its interpretation are highlighted. The NCE gain is made up of an observed and an expected part. The observed score is the posttest result. The expected score can never be observed nor verified for any of the Title I Evaluation and Reporting System (TIERS) models;…
Descriptors: Educational Assessment, Elementary Secondary Education, Evaluation Methods, Program Evaluation
Fish, Owen W. – 1979
Two ESEA Title I evaluation models developed by the Resource Management Corporation (RMC), were field tested simultaneously with 560 Title I reading students, grades 2-8. Measuring instruments for models 1 and 2 were, respectively, the California Achievement Test (reading vocabulary section), a norm-referenced test; and the Tarmac Reading…
Descriptors: Achievement Gains, Comparative Testing, Compensatory Education, Criterion Referenced Tests
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
White, Karl; And Others – 1981
To explain discrepancies in Utah's elementary school test results under the Elementary and Secondary Education Act's Title I Evaluation and Reporting System (TIERS), researchers investigated the adequacy and validity of TIERS evaluation models. Model A (norm-referenced testing) is used in most Utah school districts, in preference to Models B or C…
Descriptors: Achievement Tests, Elementary Education, Evaluation Methods, Norm Referenced Tests
Murray, Steve; And Others – 1979
Threats to the validity of the Title I Evaluation and Reporting System are covered in two parts: an annotated bibliography of reports concerned with technical issues, and a discussion of threats to validity--from the reporting system in general and from each model in particular. Threats common to all three evaluation models are reported:…
Descriptors: Achievement Gains, Annotated Bibliographies, Compensatory Education, Evaluation Methods
Peer reviewedWiley, David E. – Educational Evaluation and Policy Analysis, 1979
Title I Evaluation models using uniform procedures and data collection for state and national comparisons are interpreted as federal endorsement of basic, common competencies in reading and mathematics. Basic competencies, content homogeneity, conversion methodology, and validity of the evaluation are discussed. (MH)
Descriptors: Academic Achievement, Academic Standards, Basic Skills, Compensatory Education
Connecticut State Dept. of Education, Hartford. Bureau of Evaluation and Educational Services. – 1973
The stated purpose of this study is to determine what pupil, teacher, and school district characteristics relate to young children's expressed attitudes as measured by the School Sentiment Index and to determine the usefulness of this measurement instrument. The subjects of the study were kindergarten through grade two children who received…
Descriptors: Academic Achievement, Attitude Measures, Compensatory Education, Economically Disadvantaged
