This technical brief responds to an Arizona Department of Education request to study academic performance in schools receiving funding through the federal Title I compensatory education program, the section of the No Child Left Behind Act of 2001 governing resources for schools and districts serving disadvantaged populations. The brief describes…

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow…

THIS DOCUMENT CONTAINS THE GUIDELINES FOR THE PROJECT EVALUATION WHICH IS REQUIRED ANNUALLY OF EVERY LOCAL AND COUNTY EDUCATIONAL AGENCY UNDER THE REGULATIONS OF THE ELEMENTARY AND SECONDARY EDUCATION ACT. THERE ARE SPECIFIC INSTRUCTIONS FOR SUPPLYING INFORMATION ABOUT PROJECT ACTIVITIES AND SERVICES AND FOR SUMMARIZING THE DATA COLLECTED TO…

There is little agreement concerning which methods of preschool intervention are most effective. In order to evaluate several approaches to early childhood education, Project Head Start, in conjunction with Project Follow Through, has initiated the Planned Variation program. This year only a pilot project is underway with eight schools…

The emergence of a sequence in evaluation approaches at the local level during the decade of Title I is discussed. These recurring patterns related to objectives, evaluation designs and data collection modes reflect impact of both external factors (e.g., changes in funding guidelines) and internal factors (e.g., changes in priority needs).…

Suggests that evaluations of compensatory education programs must take into account the goals of the programs, amount and concentration of funding, obstacles surmounted in their implementation, length of affective and cognitive results, and avoid the cost/benefit approach to human beings. (Author/AM)

This bibliography and the related synthesis of research were assembled to make Head Start studies more accessible to researchers and to inform policymakers and practitioners about the major findings included in this body of research. The bibliography and the literature review constitute an update of the 1975 publication: "A Review of Head…

The Follow Through program epitomizes many of the successes and failures of federally funded compensatory education. The program, designed to "follow through" in grades kindergarten through three on the documented gains of disadvantaged children graduating from Head Start, emerged as a planned variation experiment that systematically…

The contents of this report are organized in five parts, as follows. Part One, "Title I: The Cornerstone of Compensatory Education," is a discussion of Title I of the 1965 Elementary Secondary Education Act (PL 89-10): its purpose, the scope of Title I programs, the selection of target areas, aid to nonpublic school children, the…

A description and evaluation of the Elementary and Secondary Education Act Title I-funded programs for the state of Maryland are presented in this report. Programs concentrated on instruction in language arts (reading) for students with special educational needs in the first, second, and the third grades. Developmental reading readiness for…

Examines the Title I, E.S.E.A. projects in Philadelphia, and argues that the overall federal effort has been confused about its purpose, evaluation criteria, and the relatively short span of time that has elapsed between its inception and the measurement of program impact. (JM)

The evaluation strategies and results for Title I programs were compared and contrasted. Two systems of evaluation to examine the nature and effectiveness of Elementary Secondary Education Act (ESEA) Title I programs nationwide were implemented. The first involved sponsoring national studies, including the Study of the Sustaining Effects of…

In the state of South Carolina during fiscal year 1977 Title I instructional activities served 127,702 children, 929 of whom were not public school children. The children came predominantly from grades one to six, with the next highest concentration from grades seven to nine. Reading activities were provided for 65% of Title I students and math…

This statement describes the Elementary and Secondary Education Act Title I's evaluation effort. Evaluation activities are mandated by Section 151 of the Act and are varied and complex. The evaluation efforts focus as a first priority on improving local and state evaluation activities. The efforts involve the development of evaluation models, the…