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Includes bibliographies and index

Includes bibliographies and index

Bibliography: p. 4

Bibliography: p. 4

Talent Search, which began operating in 1967, is one of the oldest of the federal programs designed to complement and encourage participation in the federal aid program for postsecondary education. At the time this report was prepared, 360 Talent Search projects throughout the country served about 320,000 participants. This report presents descriptive information on program implementation from Phase I of the ongoing National Evaluation of Talent Search. It is the first national study of the program sponsored by the U.S. Department of Education (ED) since the early 1970s and the first to include the possibility of a rigorous study of the program?s effects on participants. Phase II, currently underway, will use project, state, and federal administrative records to compare outcomes for recent participants and a similar group of nonparticipants in up to five states. The National Evaluation is a response to congressional direction to evaluate the federal TRIO programs. After a detailed introduction, this report provides a historical review of Talent Search, including program growth and legislative and regulatory changes, to put the current program in the context of its initiation and development over time. The remainder of the report presents a profile of Talent Search at the end of the 1990s. Appended are: (1) A Focused Look at Three Types of Services--Providing Academic Assistance, Using Technology, and Serving Middle School Students; (2) What Happens When Talent Search Projects Shut Down?; (3) Additional Information on Talent Search Services and Activities; and (4) National Information on the Educational Opportunity Centers Program. (Contains 49 tables and 24 figures.)

The Michigan School Readiness Program (MSRP) is a state-funded prekindergarten program in Saginaw for 4-year-olds from the inner city with the goal of providing an environment that develops school readiness skills. The seven program components are: cognitive, psychomotor, affective, parent participation/education, curriculum, staff development, and community collaboration/participation. An annual evaluation was conducted for the 1997-98 school year. A total of 300 students attended the program at 1 of 10 sites. The Prekindergarten Saginaw Objective Reference Test assessed student achievement on a posttest-only basis. The Affective Rating Scale was used on a pre-post basis. Findings indicate that MSRP students attained all the cognitive, psychomotor, and affective objectives. All objectives related to parent participation through classroom participation, parent meetings, and completion of home activities with the children were met successfully. The Early Childhood Education Curriculum Committee met four times and discussed benchmarks in language arts, social studies, science, and mathematics. The program supervisor participated on county level committees. All staff attended at least 75 percent of the inservice sessions offered. It was concluded that the MSRP program in its ninth year of operation was very successful, having achieved all 26 objectives. It was recommended that building results be examined and that inservice education be expanded in the area of language enhancement. (Eight appendices include a description of the program, data collection instruments, and data by school building.) (KB)

JPMorgan Chase & Co. began a learning and evaluation practice of its summer youth employment program (SYEP) portfolio in 2022. At the time, the organization was providing grant support to 27 organizations that offer summer work-readiness training to young people between the ages of 14 and 24, including social service agencies, community-based organizations, and economic development agencies. JPMorgan Chase partnered with MDRC to promote continual improvement among these organizations through research. MDRC collected data in the form of interviews and metrics aggregated from nearly all providers. Afterward, MDRC invited 10 providers to share specific insights about a particular program component--soft-skills training. ("Soft skills" refer to the general habits and competencies that make for an effective employee, such as arriving at work on time, cooperating with coworkers, taking and giving direction, communicating clearly, dressing appropriately for the workplace, and so forth.) These providers were selected for such reasons as tenure in the field, depth of training reported in previous interviews and surveys, and responsiveness to MDRC's email outreach. Six SYEP providers responded to the invitation and are highlighted in this brief. The brief begins with an overview of the literature on the labor market value of soft skills, before explaining a particular type of labor market-advancement strategy: SYEPs. The brief then addresses how soft-skills training can be embedded successfully into the SYEP model and concludes with recommendations for the field. Ultimately, the findings presented in this brief are intended to showcase ways that soft-skills training, as a workforce development intervention, can put young people on the path to high-paying jobs and socio­economic advancement.

This study empirically investigates the effectiveness of Distributed Leadership Teacher Training (DLT) program on improving student's academic achievement. In addition, it both tests the assumption that the year 1 impacts are stable across calendar years and examines the importance of properly accounting for the fact that the standard error of the first-year impact estimate, which becomes the measurement error of the variable (the first-year impact point estimate) used for adjustment in the two-year impact analysis, needs to be taken into account in the analyses. It discusses the extent to which the findings of this examination of the Bell and Bradley adjustment approach have general applicability. The Distributed Leadership Teacher Training Program (DLT) was implemented in a large urban school district. A total of 26 elementary and middle schools participated in the five-year demonstration project. An early analysis of first year impacts for the first cohort of schools and students showed found some evidence of impacts on teacher-leadership team behavior, but no impacts on student outcomes (Cole, 2008). The reasons that no significant impacts on student outcomes for this early sample could be because the intervention really will not impact student outcomes; but, it also could be because it takes time for the impacts to move from teacher leaders to student outcomes; but it also could be due to the small sample size (not enough power). This second study of the program includes seven more elementary schools and one more wave of data in the impact analysis. The two-year impacts potentially would be larger than the one-year impacts and the larger sample size is has more power to detect the program effects (albeit still not as much as desired). This study will obtain unbiased estimates of one- and two-year impacts of DLT on student's math and reading achievement. Furthermore, Bell & Bradley's (2008) assumption will be empirically examined. (Contains 2 figures.)

The Office of Shared Accountability (OSA) conducted an evaluation of the implementation of the second year (2011-2012) of the Science, Technology, and Engineering Leadership Program (STELP) in Montgomery County (Maryland) Public Schools (MCPS). Funding for STELP, including the evaluation study, is provided by a grant from the Howard Hughes Medical Institute (HHMI) to MCPS. The goal of STELP is to improve instruction in science, technology, and engineering and help students achieve science, technology, engineering, and mathematics (STEM) literacy (MCPS, 2010). This evaluation report addresses the second year of STELP. The focus of this evaluation was on implementation of the program in terms of continued training of a group of teacher leaders to develop online professional development modules for other MCPS science, technology, and engineering (STE) educators to view. Year two included both new and returning teacher leaders and built upon the professional development modules created in year one. This report summarizes key findings and offers recommendations. Also included are appendices: (1) Training Sessions' Feedback Surveys; (2) Program Evaluation Unit Project Rubric; (3) STE Staff Interview; (4) STELP Training Plan Peer and STE Specialist Review; (5) Training Session Schedule, Attendance and Outcomes; and (6) Participants' STELP Reflection. [See: Evaluation Year Three report at ED557722.]

This evaluation provides an overview of demographic characteristics and student achievement outcomes among Wake Country Public School System (WCPSS) elementary schools when these schools are categorized as schools of choice (program magnets and calendar magnets) or traditional schools (nonmagnets). Data were drawn from school-level outcomes reported in the "2000-2001 Wake County School Profiles." Central to the study is the conclusion that there are no significant differences in schools' ABCs Performance Composites (composites from the state's ABCs accountability program) when they are statistically adjusted to equalize differences in race and socioeconomic status. Through the WCPSS magnet program, families can take advantage of opportunities for school choice without sacrificing the level of academic performance their students can expect to achieve. The school system also benefits because magnet schools promote diversity and help optimize the use of facilities throughout the system. (Author/SLD)

This evaluation report of the Family to Family Program assesses parental attitudes towards their Family to Family experience and the functioning of their emotionally impaired children. Topics include administration and administrative support; recruitment of consumer families; identification of host families; consumer support services; and consumer family characteristics. This evaluation assesses the following variables: (1) the functioning of participating children, (2) family cohesion and adaptability, and (3) parental attitudes about personal and family issues which the program is designed to assist through a replacement questionnaire. The three major activities of identifying suitable consumers, locating appropriate host families, and providing initial and ongoing services to consumers, their families, and host families were all found to be satisfactory. Program performance during this evaluation period was positive, with near full enrollment, reasonable ancillary services to host and consumer families, and organizational support consistent with the needs of the program. Data in the future will be able to measure effects of the program on the consumer and their families in terms of individual and family functioning. (JDM)

The overall purpose of this evaluation study was to determine the effectiveness of providing 5th and 6th grade students in Walled Lake Consolidated Schools (WLCS) (Tennessee) with access to laptop computers with regard to classroom learning activities, technology usage, and writing achievement. The Laptop Program classrooms were equipped with wireless access to the Internet and printers. The program also provided students and parents the opportunity to receive training on basic computer skills. The evaluation was structured around three primary research questions: (1) Is teaching different in a Laptop classroom? (2) Do students behave differently in a Laptop classroom? and (3) Do students achieve differently in a Laptop classroom? Data were gathered through classroom observations, student writing test scores, student surveys and focus groups, teacher surveys and interviews, and parent surveys and interviews. In this evaluation of the first year of the Laptop Program, the results were consistently supportive of beneficial impacts on students, teachers, and parents. Specifically, all three groups believed that the program was positively changing teaching and learning both at school and at home. (MES)

The Michigan School Readiness Program (MSRP) is a state-funded prekindergarten program in Saginaw for 4-year-old children from the inner city. Its goal is to provide an environment that develops school readiness skills in seven areas: cognitive, psychomotor, affective, parent participation/education, curriculum, staff development, and community collaboration/participation. An annual evaluation was conducted in 1996. The results showed that the program attained nine of its nine objectives in the cognitive skills area, three of four objectives in the psychomotor skills area (both areas measured using the Prekindergarten Saginaw Objective Referenced Test, or PK-SORT), and seven of the seven affective objectives (measured with the Affective Rating Scale). Outcomes on the parent participation/education, curriculum, community collaboration/participation, and staff development components of the program showed that six of the six objectives were attained. (Eleven appendixes present: MSRP participants by building; a narrative program description; the PK-SORT 1990; the Affective Rating Scale (ARS); decision rules used for MSRP participation and parent participation tally sheets; percent of student attaining mastery on PK-SORT objectives by building; average pre- to post-test change on the ARS; MSRP families attaining objectives regarding Parents as Partners; the prekindergarten curriculum advisory committee; family life education advisory committee membership; and the Michigan Department of Education At-Risk Advisory Committee.) (SD)

The report presents findings concerning the language proficiency of elementary, middle, and high school students receiving bilingual services in the Las Cruces Public Schools (New Mexico). The report contains five sections: general information about the bilingual program in the school district; the Idea Language Proficiency Tests (IPT); results of the English and Spanish oral tests; results of the English and Spanish reading and writing tests; and recommendations. Highlights of the findings include the following: an overall decrease in the number of non-English and limited-English speakers and a rise in the number of fluent English speakers; an overall increase in fluent Spanish speakers and decrease in limited-Spanish speakers; differential program effects on LAU ratings of oral proficiency; an overall rise in competent English readers and writers; and an overall rise in competent Spanish readers and writers. In all cases, differential program effects were found, and are summarized, for students at each school level (elementary, middle, high school) and for different bilingual program levels (6-hour, 3-hour, 2-hour, 1-hour). Acronyms used in the analysis and forms used for collecting data are appended. (MSE)

Bridge Builders is a 2-year program intended to develop leadership in high school students. Programmatic goals include enhancing the participants' understanding of other racial and ethnic groups, socioeconomic groups, gender awareness, social responsibility, and the value of community service. Bridge Builders participants confronted community problems such as racial discrimination, homelessness, educational inequity, drug abuse, and poverty. These young leaders are expected to influence others in their schools and communities. Their awareness of and commitment to solving community problems should produce lasting benefits for the society. A survey of former participants (N=151) was conducted to study the impact of the program over its 10-year history. Attitudes of participants with regard to leadership, community service, communications, human relations, and Bridge Builder activities were studied. A set of seven questions inviting comments was also included. A data analysis is provided with demographics, descriptive data on questions, and analysis by gender, race, age, education, and period of involvement. Differences by current vocation (job category) are presented. Answers to the qualitative questions are discussed, and conclusions presented. Overall the program was seen as effective; however, many suggestions for improvements were reported. Recommendations are listed. Includes letter and instrument used to gather data. (Contains 12 tables.) (EMK)

The Bryan Independent School District's (Texas) Parent Education Partnership Program (PEPP) is designed to "empower all families through information, training, and support to enhance the parent-child relationship within the context of the home, school, and community to assure healthy, productive members of society." The 1994-1995 program consisted of parent educators working one-on-one with 125 families of children under the age of 5 by providing home visits, play groups, parent meetings, and developmental screenings. A formal evaluation was conducted of the PEPP program, consisting of a parent involvement survey for educators related to level of parent involvement, value of parent involvement, knowledge of PEPP program activities, and value of PEPP program. The parent interview consisted of open-ended questions related to activities in which families were involved through the PEPP program and suggestions for improving the program. The PEPP program activities were evaluated positively. Families were overwhelmingly in favor of the program, particularly the home visits. Results also highlighted the small number of families served and the need to expand the program. (Two appendices contain the school and parent survey instruments, and the parent interview results.) (SD)

The effectiveness of the Reading Recovery Program, a literacy intervention for at-risk first-grade students, as it was implemented in 1995-96 in a small rural school district in Texas was studied. Reading Recovery consists of daily individual literacy tutoring sessions taught by a specially trained teacher, and emphasizes active engagement of the child, instruction in use of literacy strategies, instructional scaffolding, and teaching for independence. Quantitative data was collected over a 9-month period, comparing the performance and rate of improvement of treatment groups of four and six students with those of a comparison group of nine students who received instruction in small literacy development groups. The number of students in the comparison group decreased as students moved into the second treatment group. The achievement of treatment and comparison students was compared to that of all 33 first graders in the school. Student performance was measured using an informal survey of oral reading fluency, accuracy, and comprehension, and the reading components of the Iowa Test of Basic Skills. The program seemed to meet some of its goals, but fell short of others. There is evidence that the program helped students to achieve an accelerated rate of growth in their literacy learning and to read accurately and with average comprehension. The treatment group students did not achieve expected normative benchmarks in oral reading fluency or the norm-referenced measure, and they did not seem to attain the average level of performance of their peers on literacy measures. (Contains 33 references.) (SLD)

This study explores the common features of high-quality traineeships using case studies from the cleaning, child care, construction, retail, finance and insurance, and meat processing areas. The research identifies a range of policy measures that could improve both the practice and image of traineeships. A good practice guide has also been developed to assist in ensuring that all traineeships are of equally high quality. A support document is also included. (Contains 4 tables, 2 figures and 1 footnote.) [Funding for this report was provided through the Department of Education, Employment and Workplace Relations.]

In 1998, the San Diego Community College District (SDCCD) completed a successful third cycle of Educators Exchange Program (EEP) activities. The goal of EEP is to promote binational cooperation, cultural understanding and economic development through faculty exchange and technical assistance programs. During the last six years of program operation, the initial goals have produced many successful outcomes, including: (1) providing SDCCD and CECATI faculty, staff, and administrators with the opportunity to participate in international exchange and development activities; (2) increasing the quantity and quality of vocational educational curricula in Mexico; (3) expanding existing collaborations with partner organizations and other institutions in the U.S. and Mexico; (4) increasing skills and experience in developing international faculty exchange and technical assistance programs, providing a model for other similar projects; and (5) infusing global perspectives into the curricula of participating educational institutions. Included in this document's discussion are partner organizations, prior exchange efforts, activities and outcomes of the Educators Exchange Program 1998, financial reports, and an evaluation study, including demographics and participant/instructor evaluations. (AS)

The Wake County Public School System (WCPSS) has provided an alternative school program for students with long-term suspensions since the 1995-96 school year. Since 1996-97, the WCPSS has contracted with a private firm to operate the Richard M. Milburn High School (RMHS), as an alternative learning center. This Executive Summary highlights the major conclusions of collected evaluations of the alternative program over the years. After the first year of the program, voluntary enrollment has been at capacity, indicating that the program is filling a need. The basic skills of many students in this program are well below grade level. Although affective and behavioral interventions can be woven into the core curricula, the emphasis must be on academics. Communications with the regular schools have been shown to be of great importance, and evaluations have shown that students need assistance to make a successful return to the regular school. The RMHS program met four of five student outcome goals that were set for the 1997-98 year, with improvement conspicuous for the end-of-grade, end-of-course writing examinations. It is probable that two of the most important factors in the improvement were hiring a new principal and the improved stability in operations that came with the school's second year. (SLD)

This research evaluates the effectiveness of an anti-bullying program, Project Ploughshares Puppets for Peace (Woodfine, Lubimiv, & Langlois, 1995). Students in grades 3 and 4 (N = 129, 69 boys, 60 girls) from two public elementary schools completed a questionnaire on bullying at both pretest/post-test. Although Chi-square results showed no significant increase in knowledge or skills to deal with bullying, responses to open-ended questions indicated that half the students reported feeling more confident in managing bullying. These results suggest that evaluations should include student perspectives on the impact of a program that extends beyond specific program goals. (Contains 2 tables.)

The purpose of the 2012-2013 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the quality of the program and the outcomes for children, along with comparisons to previous years. The primary research questions addressed by this evaluation included: (1) What were the key characteristics of the local NC Pre-K programs?; (2) What was the quality of the NC Pre-K classrooms attended by children and what factors were associated with better quality?; (3) What were the outcomes of children attending the NC Pre-K Program and what factors were associated with better outcomes?; and (4) To what extent have there been any changes over time in these results? To address these questions, information was gathered from multiple sources, including monthly service reports, teacher surveys, observations of classroom quality, and individual assessments of children's outcomes. The statewide monthly service report data provided information about characteristics of the program and demographic information about the children served. Observations conducted in a random sample of 99 NC Pre-K classrooms provided information about classroom quality, including global classroom quality, teacher-child instructional interactions, language and literacy environment, and sensitivity of teacher-child interactions, and teacher surveys provided information about classroom characteristics and teacher perceptions. Child outcomes data were gathered for a sample of 561 children to examine changes in language, literacy, math, general knowledge, and behavior skills over the course of the pre-k year. For 117 Spanish-speaking dual language learners (DLLs) in the sample, skills were measured in both English and Spanish using parallel measures. Key findings in this study include: (1) Many of the characteristics of the NC Pre-K Program were consistent with good quality standards, as well as program guidelines; (2) In general, most program characteristics have been fairly stable over time; and (3) One continuing trend in the NC Pre-K Program has been a steady improvement in the levels of teacher education and credentials, with increases in both of these areas in 2012-2013 compared to past years. [For the previous report, "Quality and Characteristics of the North Carolina Pre-Kindergarten Program: 2011-2012 Statewide Evaluation," see ED541936.]

The Division of High Schools Public Law 100.297 Instructional Support program serves eligible students, ages 12-21, who have entered New York City public schools after attending state-operated or state-supported settings and who are encountering difficulties adjusting to the high school special education environment. In 1992-93 the program served 317 eligible students from 78 schools. The program provided support for these students to improve reading and communication skills, based on direct training in the use of electronic instructional equipment and materials, specifically the Franklin Speaking Dictionary Companion and the Columbia Electronic Encyclopedia. In addition, a small sample of students was given the NYNEX Visionphone. The devices were given to the students on a home-loan basis in order to help them with skills in communication and the use of reference materials. Teacher coaches trained and supported students and maintained regular contact with parents. Another program component, Arts in Education, provided schools with resident actors who employed various hands-on experiences that were integrated into subject content and adapted to meet the students' individual social, academic, and cultural needs. Performance of 126 students on a pretest/posttest indicated that 95 percent demonstrated improvement. Recommendations are offered for program administration. An appendix provides an evaluation summary concerning ENACT, one of the program's theater activities. (JDD)

Career and Academic Resources in Bilingual Education (Project CARIBE) was a federally funded program that served 70 limited-English-speaking, native Spanish-speaking students, largely immigrants, in two Brooklyn (New York) high schools. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), mathematics, science, and social studies. Multicultural education, development opportunities for teaching staff, and parent involvement were also program components. The project met its objectives for increasing student familiarity with American culture and citizenship, career advisement, dropout prevention, staff development, and parent involvement. It failed to meet it objectives in ESL, NLA, and attendance. It partially met objectives in the content areas. Objectives for growth of cultural pride, attitudes toward school, and awareness of pupil needs and problems could not be assessed. Recommendations for program improvement include: assessment of reasons for lack of ESL skill growth; exploration of additional techniques for improving NLA achievement; administration of a standardized Spanish language exam to all NLA students; greater focus on teacher inservice preparation for mathematics instruction to this population; and better information gathering to assess attainment of objectives. (MSE)

This follow-up study surveyed the 34 students who finished their programs at the Center for Arts and Sciences (CAS), a secondary enrichment program in Saginaw, Michigan, for gifted and talented students in grades 6 through 12, in June 1990. Responses were received from nine students. Analysis indicated that all respondents were in school, college, or a training program; eight respondents were attending Michigan institutions; students were majoring in a variety of fields; most respondents planned to pursue additional degrees; a third of respondents reported no serious educational problems; and students reported a variety of long term professional goals. Most respondents agreed that the CAS program had provided good preparation for college and a creative/motivational environment. Appendices include the questionnaire and a tabulation of responses to each question. Additional material includes program guides for the CAS for the years 1993-94 and 1994-95. The guides address program philosophy; student eligibility; and areas of specialization available at CAS including dance, global studies, language arts, math/science, theatre, visual arts, and voice/keyboard. The program's counseling service, living arts program, and media center are also described. Recommended course equivalencies and a summary of recent program highlights complete the guides. (DB)

One of the mandates of Quebec's Commission d'evaluation de l'enseignement collegial is to assess institutional policies on program evaluation (IPPE's), and their implementation frameworks. This document examines the Commission's mandate, aims and approach; Commission guidelines on the formulation of institutional policy on program evaluation; and the evaluation conditions and criteria governing the policy and its implementation. Part I of the report covers the Commission's mandate and the renewal of college education in Quebec; the legal framework of college program evaluation; the Commission's aims for evaluation IPPE's; and a progressive approach targeting the development of systematic institutional program evaluation practices. Part II provides a definition of an IPPE; a discussion of the conditions (i.e., leadership, participation, and respect for ethics) and characteristics (i.e., relevance, feasibility, and stringency) of a quality evaluation. This section also describes the essential elements of an IPPE: (1) general policy aims and objectives; (2) responsibility sharing; (3) program information system; (4) method of identifying the programs to be evaluated; (5) program evaluation process; and (6) policy review mechanism. Part II concludes by establishing the connection between an IPPE and the evaluations requested by the Commission. Part III focuses on conditions and criteria for policy evaluation and for the evaluation of policy implementation. A summary of the Commission's requirements and suggestions is appended. (KP)

The Career Assimilation Program for Entering Russian Students (Project CAPERS) was an Elementary and Secondary Education Act Title VII project in its second year in 1993-94. The project operated at three schools in a community school district in Brooklyn (New York), and served 128 Russian-speaking students, 104 of whom were of limited English proficiency, in 6th, 7th, and 8th grades. Participants received instruction in English as a Second Language (ESL), native language arts (NLA), and the content area subjects of mathematics, science, and social studies. Career awareness instruction was infused into the curriculum. Although the project sought an active parental component, the language barrier and parental employment responsibilities made parents reluctant to come to the schools. The project met most other objectives, although the objective for mathematics could not be measured due to lack of data. It is recommended that the program provide Russian-language activities for parents at times when they could attend, and that it offer ESL instruction for parents. Seven tables present evaluation findings. Three appendixes list instructional materials and class schedules and present the Likert scales used in the evaluation. (SLD)

In the follow-up survey that serves as the focus of this report, questionnaires were sent to 430 Michigan State University alumni who earned an Ed.S or Ph.D degree in Education during a four year period from 1982 to 1985. Responses from 254 alumni were returned. This report offers an overview of some of the findings with respect to the graduates' backgrounds, attitudes, degree experiences, and professional achievements. Comparisons with a 1982 survey of 494 alumni, who graduated between 1976 and 1981, are given whenever there appears to have been an important change in graduates' characteristics or attitudes. A discussion is presented of graduates' comments on what changes (if any) should be made in the graduate program, and what characteristics of the program were the most beneficial. Some basic questions are posed about program changes suggested by graduate concerns and other findings. (JD)

During the 1985-1986 school year the Instructional Aide Program served 2,370 pupils in kindergarten and first grade in the Columbus Public Schools. The program provided educational support for underachieving pupils by training and placing 124 aides in the classrooms of 227 teachers. The aides provided direct instruction to pupils under the supervision of the teachers. Emphasis was placed on oral language, written language, and reading skills. These three targeted areas were the focus of inservice training sessions for the aides. Pretest and posttest scores were analyzed for pupils who attended at least 118 days (80%) of the program. The results showed that the objective of raising each child's score one point for every month of instruction was met in the kindergarten component where the average gain per month was 2.1 points. The first grade component did not meet the growth objective since the average gain per month was 0.2 points. However, teacher ratings showed that the skills of targeted pupils were substantially enhanced by the instructional aides. Thirteen tables present graphic displays of the data in this report. The survey instruments used in the study are included in the appendix. (VM)

The Newark (New Jersey) School District's Twice-Retained Program was evaluated for 1985-86. This alternative program was designed for students in grades 1 through 8 who had a history of two or more grade retentions. It emphasized instruction in reading and mathematics and evaluated the pre- and post-program performance in those areas, as well as on scales of affective and social development. Other variables included classroom setting (heterogeneous or homogeneous grouping), teacher expectations, degree of implementation of the curriculum model, and recency of retention. The program was based on Madeline Hunter's Instructional Theory into Practice (ITIP), which emphasizes: (1) selecting learning at the correct level of difficulty; (2) teaching to the objective; (3) monitoring learning and adjusting the teaching; and (4) using the principles of learning. Results showed that classification into the Twice-Retained program benefited students more in mathematics than in reading, where achievement declined in the higher grades. Also, mathematics achievement was higher in the homogeneously grouped classes. More benefit accrued when the academic retention was recent, and when the students were in the earlier grades (in reading). On the affective measures, students who were heterogeneously grouped fared better than those homogeneously grouped, suggesting an adverse effect of labeling retained students. (JGL)

This research report describes the results of a field test of "South Asia: Nepal--Why are the Forests Disappearing?", a video program from "Global Geography", an instructional video series (available January 1988) for students in middle and junior high schools. The results from the teachers and students surveyed indicate overall favorable responses to the program and its contents. Tables and charts are included that reflect the student sample and the Attention Profile. Appendices include the student, the teacher, and the teacher's guide questionnaires. Students' and teachers' questionnaire responses are also included. (DJC)

Technology education programs are offered in 10 middle schools, 5 area high schools, 1 alternative high school, and at Central Campus in the Des Moines Independent Community School District. Programs in grades 6-12 consist of hands-on instruction using activities and projects as the medium for teaching modern technologies in the various trades. Program options include 5 core areas of instruction that expand into 17 career fields: graphic arts and drafting, electricity and electronics, metal manufacturing, wood construction, and automotive/power. The technology education budget derives from several resources that support the entire program: district budgets, student fees, levy dollars, and state and federal vocational education reimbursement. The process of implementing the career education and technology education programs involves the following: aiding in infusion of career education throughout the district's various curricular offerings; focusing the teaching of technology education through an appropriate and effective curriculum; developing course instructional improvements; facilitating instruction; providing technical assistance; and assisting in personnel selection. All courses are electives, except in grades 6 and 7. Future plans call for increased use of technology, a new laboratory, continuation of efforts to ensure relevance of curriculum content, acquisition of modern equipment, and increased efforts in measuring student achievement. (Appendices include career avenues model, curriculum flowchart, textbook list, advisory committee, and enrollment figures by school and districtwide.) (YLB)

These three documents (final performance report, evaluation report, methodology guide) are products of a project through which the Career Advancement Center provided workplace literacy services to two industries in Greenville, South Carolina. The final performance report discusses achievement of objectives, specifically employee assessment, training program development, literacy training, offering of support services, establishment of evaluation systems, evaluation of training impact, and evaluation of project methodology. Other contents include a copy of a Skill Rating packet, a sample showing the compiled data at one classroom site, project schedule, and tables showing participant numbers and characteristics. The final evaluation report describes the purpose of the evaluation, the project, and the evaluation method, a modified version of the Context-Input-Process-Product model. These findings are reported: strong evidence that programs implemented and delivered services to a minimum of 150 workers at each industry site; only a moderate amount of evidence of successful program implementation and offering of additional services; and no evidence of development of a training methodology meeting specific workplace needs. The methodology guide contains a list of project goals and activity flowchart. These steps in program implementation are explained: needs analysis or job task analysis, curriculum development, employee orientation, assessment, training, support services, and training completion. (YLB)

Design and implementation of a curriculum evaluation plan for the vocational education program (occupational education under the Carl D. Perkins Vocational and Applied Technology Act) of a large correctional system are described. An outside evaluator assisted in designing and conducting the first year's evaluation. The 1991-92 curriculum used was a modification of the Massachusetts Competency Based Vocational Educational Curriculum encompassing 16 occupational areas and the academic competencies required. Curriculum treatment and its effects in year one were evaluated by experts in the vocational areas who observed the program, examined the curriculum, and interviewed instructors and a sample of students. An evaluation instrument was developed to provide uniformity of data collection across the 13 institutions studied. An evaluation design schedule was drawn up to form a time, task, and talent (TTT) chart for the first year. The TTT chart brings findings in the areas of student factors, program design, faculty, and facilities into a relationship with the personnel needed to carry out the evaluation and a time schedule that relates task completion to the use of the evaluation findings. The goal in years 2 and 3 will be to provide faculty and administration with information that will inform program decisions. Four charts present the evaluation design. An appendix contains the evaluation instrument. (SLD)

The Wisconsin Workplace Partnership Training (WPT) program, which provides job-specific basic skills education to employees at their worksites, is a cooperative effort between the state's board of education, labor unions, and manufacturers association. At the time of the evaluation of the its third year, the program was operating at 23 sites throughout Wisconsin. During the evaluation, 102 participants were interviewed at 10 randomly selected sites, and 160 local partners from those and other sites completed mail surveys. The participants strongly agreed that the program had improved their basic academic skills, job skills, self-image, work quality, and problem-solving skills; however, they strongly disagreed as to whether the program resulted in increased promotability. The local partners solidly agreed that participants' basic academic skills improved after participation in the program, but they expressed only weak agreement with the statements that the program enhanced participants' job and problem-solving skills. The most important program goals identified by partners were enhanced self-image and math and reading skills. Six policy recommendations were formulated based on the survey responses. (Appended are the participant and local partners' survey instruments and site visit schedule. Twenty tables are included.) Contains 35 references. (MN)

This report is an evaluation of the Georgia Prekindergarten Program established during the 1992-93 school year. The program aimed to enhance community services, family well-being, and developmental and educational opportunities for 4-year-olds, targeting children who were eligible for public assistance or referred by a social service agency. Twenty pilot programs were selected for funding. This evaluation, intended to provide information to guide decisions about future directions for the program, has two objectives: first, to describe the overall program, the children and families, and the educational and family services; and second, to assess broad, long-term effects on community, family, and child well-being. Chapter 1 describes the seven program sites in the evaluation sample. Chapter 2 describes the children and their developmental levels, and attendance and attrition in the program. Chapter 3 describes the families participating in the program and their evaluations of the program. Chapter 4 describes the education component of the programs at each site: (1) the service delivery system; (2) each curriculum model selected; (3) results of teacher interviews; (4) the classroom environment; (5) teacher assessment of students; (6) teacher characteristics and training; and (7) parent involvement. Chapter 5 describes the family service workers and their role in the program and training. Chapter 6 describes the community-based coordinating councils and their views of the sample programs. Chapter 7 presents a summary, review, and implications of the evaluation. Case studies are included in chapters 2, 4, and 5. Appendices include the pilot program guidelines and survey instruments used. (TM)

Noting an increase in demand for school-age child care offerings, with no corresponding establishment of guidelines for program development, this booklet addresses design and evaluation issues in school age child care (SACC) in Australia. The booklet is largely based on two surveys of SACC programs conducted in 1986. The issues discussed in the booklet include: (1) the high level of staff turnover in most SACC programs, which is often caused by low wages, odd hours, and poor working conditions; (2) the need for adequate resources for staff to carry out the program mission; (3) the lack of before-school care in most programs; (4) the lack of dedicated space, with most SACC programs using public areas, such as cafeterias or assembly room, or sharing space with other programs; and (5) the criteria for program assessment and evaluation. A 25-item annotated bibliography is included. (MDM)

A study evaluated the effectiveness of the 1993-94 Reading Recovery program as implemented in the Columbus, Ohio, public schools. The program featured individualized one-on-one lessons provided by 61 specially trained teachers serving 402 pupils. Data included results of administration of Metropolitan Achievement Tests and Scott Foresman text reading level testing. Pupils included in the final analyses for Desired Outcomes 1, 2, and 3 must have received 60 or more instructional lessons or have been successfully discontinued (completed) from the program. The treatment group consisted of the 145 pupils who were either discontinued (105) or received 60 or more lessons but not discontinued (40). Results indicated that: (1) 93.1% of the pupils displayed over time each of 3 strategic processing behaviors (monitoring reading, constructing meaning, and integrating sources of information); (2) 97.9% of the pupils were not retained (criterion was 75.0%); (3) 95.2% of the pupils read 5 or more books at text reading level 8 or above; (4) 434 different parents or guardians were involved in some way with the program; (4) 19% of the evaluation sample pupils reached the average NCE (42.2) for the district as a whole; (5) 34.6% (37) of the pupils from the 1991-92 treatment group and 42.7% (64) of the pupils from the 1992-93 treatment group were still being served in a compensatory education program; and (6) the overall retention rate for all 3 treatment groups was 4.3%. Findings suggest continuation of the program with attention given to 7 recommendations. (Contains 13 tables of data. Appendixes present survey and evaluation instruments.) (RS)

A study evaluated the Early Literacy program that served 2,332 underachieving pupils in grades 1 (1,842) and 2 (490) in the Columbus, Ohio, public schools. These students appeared unlikely to learn to read successfully without additional reading instruction. The program featured small group instruction each day for 40-45 minutes on reading and writing activities. A major part of the evaluation effort was accomplished through the administration of the Metropolitan Achievement Tests. Results indicated that: (1) 77.3% of a treatment group of 1,521 pupils displayed over time each of 3 strategic processing behaviors (constructing meaning, monitoring reading, and integrating sources of information; (2) of the 1,479 treatment group pupils with available retention data, 1,376 (93%) were promoted; (3) 755 (65.1%) grade 1 pupils read 5 or more books at level 8 or above and 208 (86.3%) grade 2 pupils independently read at least 10 books; (4) 204 (77.6%) pupils of 263 grade 2 students had normal curve equivalent (NCE) gains of 2.0 or more in Total Reading, with discontinued pupils having an average gain of 8.34 NCEs and not discontinued pupils showing greater improvement than did not discontinued pupils; and (5) 2,014 different parents or guardians were involved in the program, and 4,249 contacts were made by these individuals. Findings suggest continuation of the program with consideration given to 6 areas of concern. (Contains 15 figures of data.) (RS)

A study evaluated the Early Literacy program that served 2,332 underachieving pupils in grades 1 (1,842) and 2 (490) in the Columbus, Ohio, public schools. These students appeared unlikely to learn to read successfully without additional reading instruction. The program featured small group instruction each day for 40-45 minutes on reading and writing activities. A major part of the evaluation effort was accomplished through the administration of the Metropolitan Achievement Tests. Results indicated that: (1) 77.3% of a treatment group of 1,521 pupils displayed over time each of 3 strategic processing behaviors (constructing meaning, monitoring reading, and integrating sources of information; (2) of the 1,479 treatment group pupils with available retention data, 1,376 (93%) were promoted; (3) 755 (65.1%) grade 1 pupils read 5 or more books at level 8 or above and 208 (86.3%) grade 2 pupils independently read at least 10 books; (4) 204 (77.6%) pupils of 263 grade 2 students had normal curve equivalent (NCE) gains of 2.0 or more in Total Reading, with discontinued pupils having an average gain of 8.34 NCEs and not discontinued pupils showing greater improvement than did not discontinued pupils; and (5) 2,014 different parents or guardians were involved in the program, and 4,249 contacts were made by these individuals. Findings suggest continuation of the program with consideration given to 6 areas of concern. (Contains 15 figures of data.) (RS)

A study evaluated the Early Literacy program that served 2,332 underachieving pupils in grades 1 (1,842) and 2 (490) in the Columbus, Ohio, public schools. These students appeared unlikely to learn to read successfully without additional reading instruction. The program featured small group instruction each day for 40-45 minutes on reading and writing activities. A major part of the evaluation effort was accomplished through the administration of the Metropolitan Achievement Tests. Results indicated that: (1) 77.3% of a treatment group of 1,521 pupils displayed over time each of 3 strategic processing behaviors (constructing meaning, monitoring reading, and integrating sources of information; (2) of the 1,479 treatment group pupils with available retention data, 1,376 (93%) were promoted; (3) 755 (65.1%) grade 1 pupils read 5 or more books at level 8 or above and 208 (86.3%) grade 2 pupils independently read at least 10 books; (4) 204 (77.6%) pupils of 263 grade 2 students had normal curve equivalent (NCE) gains of 2.0 or more in Total Reading, with discontinued pupils having an average gain of 8.34 NCEs and not discontinued pupils showing greater improvement than did not discontinued pupils; and (5) 2,014 different parents or guardians were involved in the program, and 4,249 contacts were made by these individuals. Findings suggest continuation of the program with consideration given to 6 areas of concern. (Contains 15 figures of data.) (RS)

VARIOUS ASPECTS OF A NEW YORK CITY COMMUNITY ZONING PLAN (CZP) ARE EVALUATED IN THIS REPORT. INITIATED IN 1964, THE PLAN WAS DESIGNED TO IMPROVE THE ETHNIC BALANCE IN THE SCHOOLS BY PAIRING SELECTED ELEMENTARY SCHOOLS TO CREATE SINGLE ATTENDANCE ZONES. STUDENTS IN THE LOWER GRADES ATTENDED ONE SCHOOL WHILE THOSE IN THE UPPER GRADES ATTENDED THE OTHER. CLASS SIZES WERE REDUCED, ADDITIONAL TEACHING STAFF HIRED, AND THE NUMBER OF SCHOOL AIDES INCREASED. STATISTICAL DATA ARE PRESENTED ON STUDENTS' ACHIEVEMENT IN READING AND ARITHMETIC, SCHOOL ATTENDANCE AND RACIAL ENROLLMENT, AND PER-PUPIL EXPENDITURES. CURRICULUM PRACTICES AND MATERIALS AND CHANGES IN STUDENTS' BEHAVIOR, INCLUDING THEIR INTERRACIAL RELATIONSHIPS, ARE ALSO REPORTED, AND THE REACTIONS OF TEACHERS AND COMMUNITY ZONING ADMINISTRATORS TO THE PLAN ARE ASSESSED. IN GENERAL, THE ADMINISTRATORS REPORTED THAT MANY ADVANTAGES RESULTED FROM THE PLAN AND THAT ETHNIC BALANCE IN THE RE-ZONED SCHOOLS HAD IMPROVED. HOWEVER, TEACHER REACTION TO THE PROGRAM WAS MIXED. ON STANDARDIZED TESTS STUDENTS FREQUENTLY EXCEEDED THE EXPECTED GAINS. AMONG THE RECOMMENDATIONS MADE BY SCHOOL ADMINISTRATORS ARE SUGGESTIONS FOR THE APPOINTMENT OF MORE EXPERIENCED TEACHERS, LONGER PREPARATION IN THE COMMUNITY BEFORE THE PAIRING OF SCHOOLS, AND THE INTEGRATION OF THE CZP INTO THE MORE EFFECTIVE SCHOOLS PROGRAM. (DK)

Effectiveness of the Cornell University two week program for post-graduate, inservice training of engineers in the construction industry is evaluated. An interview form was administered to program originators, participants, faculty, and employers of the participants, following the first of three annual sessions, held in 1967. The program received general acceptance by all involved, but participants felt that the immediate goal of updating practice in the construction industry needed to be clarified. It was felt that the group was too heterogeneous in engineering specialities, intellectual knowledge, and job position, effectively to accomplish program objectives. Little evidence of application of knowledge to on the job situations was found. It was recommended that: learning achievement in the campus session be assessed; faculty members clarify goals of their particular courses; the concept of home study be revised; on campus sessions be held to discuss field problems; use of different instructional techniques be explored; and informal group discussions be used during evening sessions. (Appendixes include the interview forms, and a listing of participating engineers, faculty, and employers.) (pt)

Ten objectives determined to meet the needs of emotionally disturbed children and incorporated into Project Adjustment are described and evaluated. Case studies, reports, graphs, and records illustrate the success or failure of the following objectives: provision of special education for more students; individual diagnosis and placement; inservice program for local staffs; increased number of clinic staff; provision of professional staff on a countrywide basis; reduction of student drop-outs; development of a system of communications for the demonstration center; development of procedures for adequate screening; provision of a demonstration center for the southern area of the state; and provision of a special demonstration class of maladjusted children at Southern Illinois University. (RJ)

Evaluations of 2 experimental programs developed by the St. Cloud, Minnesota, school system with funds from Title III, Elementary and Secondary Education Act are given in this report. Section 1 describes the Junior High Development Center, a program designed to help students who had very low basic education skills and showed signs of becoming school dropouts, but had the potential to graduate from high school. Ten students were chosen for the experimental program and 10 students were used as a control group. Students in the experimental program spent half a day in the program and half a day in regular school classes. The experimental group scored significantly higher on a mathematics test and were rated by parents as having significantly improved behavior. There were no significant differences on class grades, reading test scores, and teacher and counselor evaluation of behavior change. Section 2 of the report describes the Special Program for the Enrichment of Educationally Deprived (SPEED), a related program developed for 7th grade students enrolling 27 students with low basic skills who were potential dropouts, and 11 special education mentally retarded students. The program was characterized by flexible programs, tutoring, small group instruction, and field trips. An evaluation indicated that the majority of students showed a general improvement in grades, school adjustment, and behavior. (Author/TL)

A Human Relations Training Program conducted with an experimental group of 150 educators from the Upper Cumberland Region in Tennessee is evaluated in this document. In an effort to assess the effects of the program, internal and external criteria, and matched control groups were utilized. The Personal Orientation Inventory, F Scale, Semantic Differential, Leary's Interpersonal Checklist, and the Motivation Analysis Test were used to measure internal criteria. Ryan's Rating Scale, the Michigan Picture Test, and the Leary Interpersonal Checklist were used to measure external criteria. A factor analysis was attempted to explain differential changes in behavior over a period of time. It was found that educators exposed to Human Relations Training become less authoritarian and more self-actualized. They develop better interpersonal relationships in addition to developing greater self-insight and leadership skills. These individuals were also perceived more positively by their supervisors and their students. A detailed discussion of the measurement instruments utilized and numerous statistical tables are also included. [Not available in hard copy due to marginal legibility of original document.] (SW)

Experienced-Based Career Education (EBCE) is an approach to the problems of youth in relation to career awareness and preparation. EBCE is based on the rationale that exposure to work environments reinforces the acquisition of academic skills and is more effective than traditional classroom approaches. Research for Better Schools, Inc. has developed and implemented a program emphasizing career development, guidance, and basic skills. The evaluation design reflects increasing sophistication of selection procedures, instrumentation, and analysis over the first two years of the project. Results have demonstrated the feasibility of EBCE, significant gains in academic skills, and highly positive attitudes toward the program by students, parents, and employers. (Author)