ESEA Title I Components: Executive Abstracts; Evaluation 1969-1970.

Institution	Los Angeles Unified School District, CA.
Titel	ESEA Title I Components: Executive Abstracts; Evaluation 1969-1970.
Quelle	(1970), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Community Involvement; Educational Legislation; Federal Programs; Health Services; Intergroup Relations; Mathematics Instruction; Parent School Relationship; Program Evaluation; Reading Instruction; Staff Development; Student Evaluation; Teacher Evaluation; Teaching Methods; California + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsrecht; Schulgesetz; Health service; Gesundheitsdienst; Gesundheitswesen; Intergruppenbeziehungen; Mathematics lessons; Mathematikunterricht; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Programme evaluation; Programmevaluation; Leseunterricht; Personnel development; Personalentwicklung; Schulnote; Studentische Bewertung; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	This report includes abstracts and evaluations of various ESEA Title I programs in the Los Angeles City Schools during 1969-70. In the five years since spring 1966, ESEA funds and programs have produced great variability in density of services, pupil-teacher ratios, curriculum materials, etc. In 1969-70, under new state guidelines, the following components were mandated, regardless of level: reading and mathematics instruction, auxiliary services (health, counseling, and attendance), parental involvement, intergroup relations, and staff development. Saturated services were the thrust, with the objective of providing as much ESEA intervention as possible for the disadvantaged. Guidelines for the school district mandated a per-capita expenditure for each child; projects concentrated on the younger grades; teaching accountability became a common phrase; performance objectives entered the evaluation field; local-school principals had unprecedented autonomy in writing individual proposals for the educational program at their school; and, the community became more involved in education. Hard data from standardized achievement tests seemed to say that students were learning better than before; evaluative findings on other aspects of these programs are also considered encouraging. (Author/JW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC