Evaluation of the ESEA Title I Program of the Public Schools of the District of Columbia, 1973-1974. Final Report.

Autor/in	John, Thomas
Institution	Associate Control, Research and Analysis, Inc., Washington, DC.
Titel	Evaluation of the ESEA Title I Program of the Public Schools of the District of Columbia, 1973-1974. Final Report.
Quelle	(1974), (353 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Cost Effectiveness; Cultural Enrichment; Disadvantaged Youth; Educationally Disadvantaged; Elementary Schools; Federal Programs; Parent Participation; Private Schools; Program Effectiveness; Program Evaluation; Public Schools; Secondary Schools; Staff Development; Standardized Tests; Test Results; District of Columbia + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Benachteiligter Jugendlicher; Elementary school; Grundschule; Volksschule; Elternmitwirkung; Private school; Privatschule; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Sekundarschule; Personnel development; Personalentwicklung; Standadised tests; Standardisierter Test
Abstract	This evaluation determines program effectiveness based on the program's stated objectives in order to make recommendations to strengthen ESEA Title I programs, and to provide a data base that could be useful in decision-making and management. Data collected include both field data and previous evaluation data. Major findings and recommendations in the areas of test results, public elementary schools, public secondary schools, nonpublic schools, cost effectiveness of the Competitive Partnership Programs and the Special Education Learning Center, staff development, parental involvement, and special projects are given in detail. ESEA Title I programs of the public and nonpublic schools of D.C. are stated to meet or exceed their objectives in raising achievement levels of students. The concept of staff development designated as the total team approach is considered to be excellent but not practiced widely. The parental involvement component of the program is found to be moving in the direction of increased involvement of both parents and other community people. Appendixes include questionnaires and interview schedules used in the evaluation. (AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC