This study examined preliminary effectiveness of one of the first Project Re-ED (Re-education of Emotionally Disturbed children) residential treatment centers for children. Data were collected at admission, at discharge, and up to 6 months postdischarge. Findings show substantial decreases in problem behaviors and improvements in personal…

In order to help formulate the research questions for a future study on the long-term outcomes of students with disabilities, this study collected information from eight states concerning their priorities for longitudinal research on students who received special education services under the age of 5 years. State directors of special education in…

A longitudinal study followed up participants of three Florida Adult Migrant Projects in order to examine project success in converting unemployable migrant and seasonal farmworker clients of Job Training Partnership Act (JTPA), Title IV-A, Section 402, into independent wage earners and to determine the extent to which employment was consistent to…

This document describes the 1993-94 program review process for Austin Community College (ACC), in Texas. First, the goals of program review are briefly reviewed and ACC's mission and instructional philosophy are set forth. The structure and process is then described, indicating that an Instructional Program Review Committee (PRC), formed of two…

This feasibility study contains a design for evaluating vocational education research and development (R & D). The study developed a model for evaluating vocational education R & D based on legislative frames of reference for research, exemplary projects, and curriculum development. Called an Impact Tracer Model, the program is based on…

This report represents the work of the Teacher Education Assessment Committee (TEAC) at Central Missouri State University (CMSU), established in April of 1988. The TEAC is a multifaceted system that conducts and publishes results of periodic assessments and an evaluation of CMSU's Teacher Education Programs by soliciting input from: (1) CMSU…

The report describes activities conducted during a 12-month baseline period preceding a series of longitudinal studies of the costs and effects of various types of early intervention with handicapped children conducted by the Early Intervention Research Institute at Utah State University. A systems theory perspective forms the theoretical base for…

The report describes second-year project activities of the Early Intervention Research Institute (EIRI) at Utah State University, relating to a 5-year project to conduct 16 longitudinal studies of the effects and costs of alternative types of early intervention with handicapped children. Six of the studies are to investigate effects of varying the…

The program for gifted and talented students in the Austin Independent School District consists of 126 programs in grades K-12 to develop skills and abilities in academic subjects, music, art, problem-solving, and coping with giftedness. The program has been in effect since 1975. The focus of the evaluation in 1981-82 is the identification of…

The original impetus for this monograph was a grant from the New Jersey Basic Skills Council of the New Jersey Department of Higher Education to evaluate two college basic skills remedial programs (one in a four-year state college, one in a two-year community college) and to produce a handbook for conducting such evaluations. This monograph is…

Because a lack of adequate data eliminated the possibility of using control groups or historical comparison groups, Colorado's procedure for evaluating state bilingual/bicultural programs was designed to determine whether children in the bilingual program (K-3) had learned more than they would have learned if they had not been in the program. A…

Data from 8 of the 13 instruments used to provide answers to the decision and evaluation questions for evaluation of the 1980-81 ESEA Title I regular program in the Austin (Texas) Independent School District comprise Volume II of the final technical report. A separate appendix for each instrument includes a description of its purpose, procedure,…

Program evaluation at Waukesha County Technical Institute consists of two phases: a review of student enrollment, job placement, and program costs, which occurs every two years; and a comprehensive review of program content, student job performance, and instructional effectiveness, which occurs every five years. A schedule for conducting program…

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…

Four products were developed during the second year of the Extended Opportunity Programs and Services (EOPS) cost effectiveness study for California community colleges. This project report presents: (1) a revised cost analysis form for state-level reporting of institutional program effectiveness data and per-student costs by EOPS program category…