A re-analysis of evaluation data concerning the Emergency School Aid Act shows that findings of the original evaluators are open to multiple interpretations. (JKS)

The financial aspects of educational programs are discussed in this commentary on the evaluation of the Emergency School Aid Act. Budget and expenditure data must be examined closely when evaluating educational programs. (JKS)

Planned Variation was deisgned as a three-year program to assess the implementation of prominent preschool curricula in Head Start and the immediate effects of the programs. Sites used were those in which the sponsor already had a Follow Through program; the research project lacked the necessary control over site characteristics. Consultants…

The effects of using different data analysis methods on estimates of treatment effects of educational programs were investigated. Various regression models, such as those recommended for Title I program evaluations, were studied. The first effect studied was the amount of bias that might be expected to occur in the various settings. Results…

This study addresses itself to the quality of evaluation research on compensatory education programs, the knowledge based on such evaluations as to the effectiveness of compensatory education, and the implications of the data that need to be examined for future planning of such programs and for designing studies to test their effectiveness.…

Clarifies a general approach to understanding teaching effectiveness research, outlines the requirements of the kind of research that is believed likely to result in verified generalizations about the primary dimensions along which effective and ineffective teachers vary, and provides an example of the kind of research it is believed is needed.…

Problems encountered in large-scale educational evaluations are discussed using the evaluation of the Emergency School Aid Act as an example. This extensive article focuses primarily on methodological issues. (JKS)

Twenty-six papers concerning Elementary and Secondary Education Act Title I program evaluation--presented at the 1978 American Educational Research Association/National Council on Measurement in Education meeting--are summarized. Speakers from the federal government are: C.T. Cross (see ED 156 695); R.L. Fishbein; and D. Ozenne. State department…

Meta-analysis of Title I program evaluations shows the norm-referenced model overestimates positive effectiveness; while the regression-discontinuity design underestimates it. Potential biases include residual regression artifacts, attrition and time-of-testing problems in the norm-referenced design, and assignment, measurement, and data…

This is a report on the proceedinqs of the Workshop on Evaluation Strategies for Urban Intervention Programs sponsored by the Education Forum Branch of the U.S. Department of Education and held on October 23, 1980. The report contains the remarks delivered by the workshop speakers as well as the questions and statements of different panelists.…

This conference report identifies research needs in evaluating and documenting large scale school improvement efforts to serve disadvantaged populations. Summaries of the conference presentations are provided, grouped into three sections. The first section examines the basis of conducting evaluations. Several basic assumptions are challenged,…

Some of the problems unique to evaluation research, in particular to the evaluation of longitudinal studies of social programs, are presented. A working model found to be useful in structuring compensatory education program evaluation activities is also offered. Since the goals of social programs such as Head Start are dynamic rather than static,…

The first author set out to design and secure funding for an hypothesis-based program in a public school setting. The natural history of what happened to that study as it proceeded from design, to funding, to actual implementation, to final reporting serves as the case history of two idealistic evaluators' wildest nightmares. (Author)

Possible causes for the discrepancy between the ABT report on the national Project Follow Through and the Saint Louis, Missouri program were discussed: (1) ABT data were positively biased because of non-random, differential attrition from the program and control groups; (2) positive ABT data were due to use of a particular cohort group; or (3)…

A quality control review of Connecticut's Sustained Effects studies was undertaken by the Chapter 1 Evaluation Technical Assistance Center (TAC) operated by RMC Research Corporation. Nineteen Connecticut school districts had selected from among four basic evaluation designs in implementing the Chapter 1 Sustained Effects requirement during 1982 to…