This 1964 report briefly describes a large-scale longitudinal study to assess the achievement of all students who entered the Toronto school system in either junior kindergarten (1960) or senior kindergarten (1961). To assess the effect of kindergarten on the students' later school achievement, and to examine the nature of school failure, it was…

IN 1960 AT TORONTO, CANADA, A LONGITUDINAL STUDY OF ACHIEVEMENT WAS BEGUN IN JUNIOR KINDERGARTEN WITH 8,695 CHILDREN. THE OBJECTIVES OF THE STUDY WERE (1) TO EVALUATE THE EFFECT OF JUNIOR KINDERGARTEN ATTENDANCE ON THE ACHIEVEMENT AND DEVELOPMENT OF CHILDREN, AND (2) TO EXAMINE THE NATURE OF THE WORLD OF JUNIOR AND SENIOR KINDERGARTEN CHILDREN.…

The Follow Through experience is beginning to provide compelling evidence bearing upon important policy issues in compensatory education. This evidence, coming as it does from a naturalistic quasi-experiment, cannot draw its plausibility from the conventional statistical inference appropriate to probabilistically-constructed true experiments. The…

This evaluation report summarizes the impact of the Hartford Effective Schools Initiative (HESI) during the 1984-85 implementation year and is based on: (1) interview and observation data gathered during two day visits to each of the three schools in April and May and compared with similar data collected from the same teachers, facilitators,…

Project Information Packages (PIPs), kits containing directions for the replication of exemplary remedial programs, were field tested in a number of school districts. Based on curriculum analysis and site visits PIPs were found to induce projects which were adequate copies of what was packaged; however, what was packaged was not sufficient to…