Evaluation of Chapter I Take-Home Computer Program 1990-91. Report No. 7, Vol. 26.

Autor/in	Fraser, Lowrie A.
Institution	Atlanta Public Schools, GA. Dept. of Research and Evaluation.
Titel	Evaluation of Chapter I Take-Home Computer Program 1990-91. Report No. 7, Vol. 26.
Quelle	(1991), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Computer Assisted Instruction; Computer Oriented Programs; Elementary Education; Elementary School Students; Home Programs; Home Study; Mathematics Achievement; Middle School Students; Middle Schools; Parent Attitudes; Parent Participation; Program Evaluation; Reading Achievement; School Districts; Urban Schools + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Computer based training; Computerunterstützter Unterricht; Computerprogramm; Elementarunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elternverhalten; Elternmitwirkung; Programme evaluation; Programmevaluation; Leseleistung; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This report evaluates the Chapter I Take-Home Computer (THC) Program established in five elementary schools and four middle schools in academic year 1990-91 in the Atlanta (Georgia) Public Schools. The program involved sending 180 computers home for 6-week periods only with those students who had parents who were willing to attend a meeting and work with their children. To evaluate the project, a group of Chapter I eligible students was selected from other schools as a control group. The Iowa Tests of Basic Skills (ITBS) measured the students' achievements in mathematics and reading. No significant difference was observed between the control and experimental students. A second analysis separated scores of elementary school and middle school students. This analysis found a significant difference in the gain for middle school students in mathematics, but not in reading. There were no significant differences in scores for the elementary school students. These findings suggest that for a successful program, the time for the computer to be in the home should be increased, and more middle school students should be involved in the program. Included are 13 tables. Two appendices contain the curriculum outline, evaluation questions, and a summary of parent responses to an evaluation question. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC