Title I, 1965-1975: Synthesis of the Findings of Federal Studies.

Autor/in	McLaughlin, Donald H.
Institution	American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Titel	Title I, 1965-1975: Synthesis of the Findings of Federal Studies.
Quelle	(1977), (106 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Educational Policy; Evaluation; Evaluation Methods; Failure; Federal Programs; Program Descriptions; Program Effectiveness; Research Utilization; Success + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Politics of education; Bildungspolitik; Evaluierung; Forschungsumsetzung; Erfolg
Abstract	This report focuses on the results of approximately twenty central studies of compensatory education completed before 1977 and presents the major results of those studies as they relate to important policy questions for Title I of the Elementary and Secondary Education Act. The results are presented first as they relate to the major tasks of Title I; participant selection, treatment delivery, and evaluation reporting. Then the results concerning program effectiveness are reviewed: overall effectiveness, variation in effectiveness as a function of treatment method, and variation in effectiveness across types of participants. Finally, a series of eight major problems in the implementation of compensatory education are identified and discussed. The information on overall program effectiveness, as measured in terms of increased achievement gains by program participants, has been less than adequate to determine the effectiveness of the program. Concerning variation in effectiveness among treatment methods, the data also leave room for methodological improvement. Concerning variation in effectiveness across population groups, little information is reported. The major problems listed for Title I include misuse of funds, lack of consistent federal regulations and guidelines, invalid evaluations, lack of parental involvement, lack of effective treatment methods, lack of knowledge about individual differences in the processes by which children acquire cognitive skills, and the exclusion of disadvantaged children in low income areas. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC