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A Meta-Analysis of Title I/Chapter 1 Sustained Effects Study.

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Title: A Meta-Analysis of Title I/Chapter 1 Sustained Effects Study.
Language: English
Authors: Perry, Marcia D.
Peer Reviewed: N
Page Count: 6
Publication Date: 1983
Document Type: Speeches/Meeting Papers
Reports - Research
Descriptors: Achievement Gains, Basic Skills, Compensatory Education, Educational Legislation, Elementary Education, Evaluation Utilization, Pretests Posttests, Program Evaluation, School Districts, Test Interpretation, Test Results
Geographic Terms: Kentucky
Abstract: The sustained effects studies of Title I programs in 130 school systems in Kentucky were analyzed. The purpose of the review was to examine the types of questions asked, the results of the studies, and the ways in which results were interpreted and utilized. There were 109 summer effects studies. These showed that overall, the gains of Title I were sustained over the summer. There were normal curve equivalent losses over the summer but the losses may reflect no more than the difference between gains made by projects on a fall-spring testing cycle and those made by projects on a spring-spring cycle. This analysis presents some of the problems encountered by local educational agencies (LEA) and suggests guidelines to use in the future to improve the studies. The significance of the sustained effects studies was not so much in the results of the studies as it was in the process of the studies. LEAs took a much deeper look at what they were doing in their projects and at the consequences of their efforts. They took a closer look at their process of testing and their interpretation of test results in the evaluation of program impact. (PN)
Entry Date: 1983
Accession Number: ED231876
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED231876
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PubType: Conference
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Meta-Analysis of Title I/Chapter 1 Sustained Effects Study.
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Perry%2C+Marcia+D%2E%22">Perry, Marcia D.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 6
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1983
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Skills%22">Basic Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Compensatory+Education%22">Compensatory Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Utilization%22">Evaluation Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Interpretation%22">Test Interpretation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The sustained effects studies of Title I programs in 130 school systems in Kentucky were analyzed. The purpose of the review was to examine the types of questions asked, the results of the studies, and the ways in which results were interpreted and utilized. There were 109 summer effects studies. These showed that overall, the gains of Title I were sustained over the summer. There were normal curve equivalent losses over the summer but the losses may reflect no more than the difference between gains made by projects on a fall-spring testing cycle and those made by projects on a spring-spring cycle. This analysis presents some of the problems encountered by local educational agencies (LEA) and suggests guidelines to use in the future to improve the studies. The significance of the sustained effects studies was not so much in the results of the studies as it was in the process of the studies. LEAs took a much deeper look at what they were doing in their projects and at the consequences of their efforts. They took a closer look at their process of testing and their interpretation of test results in the evaluation of program impact. (PN)
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  Data: 1983
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  Label: Accession Number
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  Data: ED231876
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Basic Skills
        Type: general
      – SubjectFull: Compensatory Education
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Evaluation Utilization
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Test Interpretation
        Type: general
      – SubjectFull: Test Results
        Type: general
      – SubjectFull: Kentucky
        Type: general
    Titles:
      – TitleFull: A Meta-Analysis of Title I/Chapter 1 Sustained Effects Study.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Perry, Marcia D.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1983
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