Holland House/Boysville Chapter 1 Neglected and Delinquent Program. Product Evaluation Report, 1992-93.

Institution	Saginaw Public Schools, MI. Dept. of Evaluation Services.
Titel	Holland House/Boysville Chapter 1 Neglected and Delinquent Program. Product Evaluation Report, 1992-93.
Quelle	(1993), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Adolescents; Child Neglect; Compensatory Education; Delinquency; Disadvantaged Youth; Federal Programs; High School Students; High Schools; Program Evaluation; Reading Achievement; Reading Programs; Residential Programs; Test Results; Tutorial Programs; Urban Youth + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kindesvernachlässigung; Kompensatorischer Unterricht; Kriminalität; Benachteiligter Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Programme evaluation; Programmevaluation; Leseleistung; Sozialer Wohnungsbau; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Urban area; Urban areas; Youth; Stadtregion; Stadt
Abstract	Holland House is a residential program for neglected and delinquent youth in Saginaw (Michigan). In 1992-93, the program received Education Consolidation and Improvement Act Chapter 1 funding, which was used for materials and a teacher and an aide for a reading skills tutorial program. This product evaluation was conducted in 1992-93, and focuses on the degree to which participants achieve the major objectives of the program. Student entry and exit normal curve equivalent (NCE) scores on the Woodcock Johnson Tests of Achievement--Standard Battery were compared. Twenty-five students were served by the program in 1992-93 (14 Black, 9 White, and 2 Hispanic), and 11 students for whom there were complete data were considered in the study. The grant performance criterion specified that students would improve more than three NCEs in reading. Test scores indicate that the program attained its objective in both basic and advanced reading. Seven of the 11 evidenced gains in both areas, 1 experienced a gain in only 1 area, and 3 showed losses in both. Recommendations for program improvement are offered. Three tables present study findings. Four appendixes contain a weekly evaluation form and three additional tables. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC