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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