In 2009, Vanderbilt University's Peabody Research Institute, with the assistance of the Tennessee Department of Education's Division of Curriculum and Instruction, initiated a rigorous, independent evaluation of the state's Voluntary Prekindergarten program (TN- VPK). TN-VPK is a full-day prekindergarten program for four-year-old children expected…

Reading Recovery is an early intervention program that helps low-achieving first-grade children to become independent readers who need no further remediation. Reading Recovery was introduced by Marie M. Clay who, in the mid 1970s, developed procedures with teachers and tested the program in New Zealand. In 1984, the success of the program in New…

Following a brief discussion of the development of the "South Carolina Educational Objectives for 1975," needs assessment data are provided. These data provide the criteria, status measure, and discrepancy related to School Dropouts, Instruction in Basic Skills, Program for the Handicapped, State-Wide Kindergarten, First Grade Failures,…

Information gained from program evaluation for Reading Recovery (RR) in Maine is used to continually improve implementation of the program, as well as to generate additional evaluation questions. This report summarizes statewide findings about the program based on data from the 1995-96 school year. The report is organized topically into brief…

The purpose of this study was to investigate the impact of reducing the size of first grade classes on students' achievement. Four groups of first grade students who had participated in Indiana's Project PRIME TIME (average class size of l8 or fewer) for 1 year were compared to one class of first grade students who had received first grade…

Examined are longitudinal impacts of Louisiana's Early Childhod Development Program for children at risk of being unprepared for school. Teachers' assessments of children enrolled in kindergarten, first grade, and second grade during the 1987-88 school year were obtained with the Early Childhood Development Program Follow-up Study Instrument, a…

The Missouri Department of Elementary and Secondary Education uses state-developed, criterion-referenced tests for the purpose of evaluating programs funded by Chapter 1 of the Elementary and Secondary Education Act. The agency's efforts to obtain approval from the U.S. Department of Education (USDE) to use state norms for evaluation purposes are…

A statewide teacher survey was used to obtain data for an investigation of learning in the primary grades in Maryland schools. Teachers in 85 schools in 23 of Maryland's 24 school systems were surveyed. A total of 808, or 97 percent, of the teachers of kindergarten through third grade classes responded. The survey addressed the following topics:…

Presented are findings from California's State testing program for 1971-72 and 1972-73. The factors (variables) examined were divided into two groups: output factors, indicators of school quality such as scores on achievement tests; and input factors, factors describing the characteristics of school districts such as class size, tax rate, etc.…

The factors (variables) examined in the California State Testing Program were divided into two groups for the analyses: (1) the 11 indicators of school quality in terms of the products of the educational system, referred to as output factors (e.g., pupil scores on achievement tests); and (2) the 22 indicators of school quality in terms of the…