The Hartford Project Concern Program: A Synthesis of the Evaluation Findings from 1976-1980.

Autor/inn/en	Iwanicki, Edward F.; Gable, Robert K.
Institution	Hartford Public Schools, CT.
Titel	The Hartford Project Concern Program: A Synthesis of the Evaluation Findings from 1976-1980.
Quelle	(1981), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Busing; Career Choice; Compensatory Education; Elementary Secondary Education; Inner City; Mathematics Achievement; Parent Attitudes; Private Schools; Program Effectiveness; Program Evaluation; Public Schools; Reading Achievement; School Desegregation; State Programs; Student Attitudes; Student Attrition; Suburban Schools; Teacher Attitudes + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Kompensatorischer Unterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternverhalten; Private school; Privatschule; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Leseleistung; Integrative Schule; Regierungsprogramm; Schülerverhalten; Schülerbeurlaubung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Lehrerverhalten
Abstract	Project Concern is an experiment in educational intervention for children in those Hartford, Connecticut schools under Title I of the Elementary and Secondary Education Act. Begun in September, 1966, the program aims to achieve school desegregation objectives by busing Hartford students to schools in the suburbs and by busing students from schools in less economically disadvantaged areas to schools within the Hartford inner-city area. This report synthesizes findings from program evaluation over the period 1976-1980. Evaluation results are presented on: (1) program impact on students' academic achievement in Grades 3, 5, and 7; (2) program impact on students' attitudes toward school and their peers; (3) career choices and career patterns of Project Concern graduates; (4) factors associated with student attrition in the program; and (5) the attitudes of parents and teachers toward the program. Appropriate comparisons are made between (1) suburban Project Concern participants; (2) in-city program participants; (3) the classroom peers of suburban program participants; and (4) Hartford students who are not participating in the program. The findings provide evidence of gains in student learning, positive student attitudes, higher career aspirations, and more consistent career patterns among program participants. (Author/MJL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC