Evaluation of ESEA Title I Programs for the District of Columbia, 1967-68. Final Report.

Autor/in	Neyman, Clinton A., Jr.
Institution	George Washington Univ., Washington, DC.
Titel	Evaluation of ESEA Title I Programs for the District of Columbia, 1967-68. Final Report.
Quelle	(1969), (289 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Behavior Change; Compensatory Education; Cost Effectiveness; Cultural Enrichment; Data Analysis; Data Collection; Databases; Disadvantaged Schools; Longitudinal Studies; Preschool Education; Program Costs; Program Descriptions; Program Evaluation; Public Schools; Statistical Analysis; Student Attitudes; Student Behavior; Student Evaluation; Summer Programs; Teacher Aides; Youth Programs + Suchen Sie Ihr Suchwort? Schulleistung; Kompensatorischer Unterricht; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Auswertung; Data capture; Datensammlung; Datenbank; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Statistische Analyse; Schülerverhalten; Student behaviour; Schulnote; Studentische Bewertung; Sommerkurs; Handreichung; Lehrerhilfe; Jugendsofortprogramm
Abstract	This report continues the evaluation of Title I (ESEA 1965, PL 89-10) programs and services in the District of Columbia. Four areas of concern were: The effects of Title I funds on (a) student performance, (b) dropout rates; and the most effective programs in terms of (c) measurable pupil gains, and (d) most gain per dollar spent. Teacher evaluations of student performance and attitudes were obtained twice in a 2-year period for students in target schools. Questionnaires were used for the initial inquiry with beginning and end of the year composites taken as evidence of change. Comparisons were made between student groups, grades, sex, student attendance, and test scores. Comprehensive tables, descriptions of nearly thirty programs, costs, program participation, assigned program priorities (in terms of performance), an analysis of student evaluation data, a report on special studies, a comprehensive summary, and conclusions are highlights of this report. The continued use of the student evaluation forms and of the statistical model are recommended to provide data for a continuous evaluation process, since the model proved sensitive enough to detect small performance changes. (TA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC