Executive Abstracts: Summary of the Title I Evaluation, 1971-1972 School Year.

Institution	Los Angeles City Schools, CA. Research and Evaluation Branch.
Titel	Executive Abstracts: Summary of the Title I Evaluation, 1971-1972 School Year.
Quelle	(1972), (102 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Elementary Education; English (Second Language); Federal Programs; Parochial Schools; Private Schools; Program Evaluation; Public Schools; Reading Programs; Secondary Education; Special Education; Urban Education; California + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Konfessionsschule; Private school; Privatschule; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Stadtteilbezogenes Lernen; Kalifornien
Abstract	Activities funded under Title I of the 1965 Elementary Secondary Education Act evaluated in this report were in progress in 82 elementary schools, 15 junior and two senior high schools, 45 nonpublic schools, three schools for the handicapped, and 24 special institutions during the 1971-72 school year in Los Angeles. For elementary pupils, test results in both reading and arithmetic showed gains slightly improved over 1970-71. Significant gains were found for pupils in Preschool and English as a Second Language programs. Activities in parent involvement and intergroup relations were expanded at both elementary and secondary levels. An encouraging upward trend was found in achievement scores for secondary students when three-year data were plotted. Secondary students who do remain in the ESEA program three consecutive years can be expected to make about twice as much progress as comparable students who are not in ESEA reading and arithmetic. Through the use of the Resource Room, augmented instructional services were provided to more than 1000 public and nonpublic school pupils enrolled in Special Programs for the Handicapped. The Follow the Child Program involved transporting more than 500 Title I eligible pupils to non-Title I schools for the year. Children in nonpublic school ESEA programs were scheduled for remedial help in reading and arithmetic. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC