Evaluation Strategies: Louisiana's State-Funded Compensatory/Remedial Program.

Autor/in	Rachal, Janella
Institution	Louisiana State Dept. of Education, Baton Rouge.
Titel	Evaluation Strategies: Louisiana's State-Funded Compensatory/Remedial Program.
Quelle	(1984), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Basic Skills; Compensatory Education; Competency Based Education; Educational Legislation; Elementary Education; Evaluation Criteria; Full State Funding; Longitudinal Studies; Minimum Competencies; Profiles; Program Evaluation; Remedial Programs; State Programs + Suchen Sie Ihr Suchwort? Schulleistung; Basic skill; Grundfertigkeit; Kompensatorischer Unterricht; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsrecht; Schulgesetz; Elementarunterricht; Staatliche Förderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fundamentum; Mindestwissen; Charakterisierung; Profilanalyse; Programme evaluation; Programmevaluation; Förderprogramm; Regierungsprogramm
Abstract	To overcome various reporting constraints, numerous strategies have been developed to facilitate accurate and timely reporting of data concerning the impact of Louisiana's State-Funded Compensatory/Remedial Program. These strategies include: (1) using existing statewide communication networks; (2) employing the Basic Skills Test (BST) as the major data collection instrument; (3) identifying each student's skill deficiencies through the Student Profile Sheets; and (4) determining the impact of the program on students who are promoted through the Compensatory Education Tests. The evaluation results for the program were reported through the use of a modular format. The evaluation report drew primarily on data from the 1982, 1983, and 1984 administrations of the BST to provide longitudinal information concerning the effects of the program on student performance. As a result of this evaluation, two recommendations were made. The data supported the program on identified deficit skills but suggested that this focus be broadened to address additional skills prerequisite to the next grade level BST. Secondly, school systems were urged to consider carefully the decision to promote students who fail to attain the minimum performance standard on a specific BST; retention at the earliest level at which deficiencies are identified was strongly recommended. (PN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC