Early childhood care and education (ECCE) has a crucial contribution to the future life of children, and overall quality of learning and development of a country. Even though there are no well-established international criteria to evaluate the quality of ECCE programmes because of the variability in nations' economies, workforces, political…

The four Follow Through projects in Illinois are described and evaluated. These projects involve approximately 1,450 children in K-3 in Mounds, East Saint Louis, Waukegan, and Chicago. The Chicago project is subdivided into three individual projects and is trying three experimental programs. Emphasis is given to the nature of the environmental…

This instrument provides questions for determining parental attitudes toward aspects of the bilingual education programs in which their children participate. The questions appear in both English and Spanish. Techniques for administering the questionnaire are suggested along with possible uses of the information. (VM)

Based on field work in rural areas of Khuzestan Province in southwestern Iran in 1973-74, an examination of the nature of rural cultural houses in Iran was undertaken. Set up by royal decree in 1968, the rural cultural houses have had as their objective to assist peasantry in general and rural youth in particular to achieve a socially enriched…

This evaluation report for the Diagnostic and Prescriptive Reading Program provides program description and statistics for fiscal year 1974. Several sections listed as follows, constitute the report: project statistics, dissemination of project information and data, major problem areas, interrelationship of Title I with other federal and state…

The St. John Valley Bilingual Program for 1970-71 was instituted to help overcome the educational problems of French-speaking children in schools where lessons are conducted in English. Basically the program conducts instruction in the student's first language with an increasing use of the second language. This report focuses on the assessment of…

The progress of a foundation-supported community intervention in Israel is traced from the moment of its conceptualization in 1976 to its final adoption in 1983 by the community in which it grew and developed. Part 1, "The Story of a Project," is divided into ten sections, of which the first three describe the project setting, its…

This double issue of "The Evaluation Exchange" focuses on one of the central components of complementary learning: family involvement. As outlined in the Theory & Practice article, investments in family involvement are important across ages and settings and through the co-constructed efforts and shared responsibilities of many…