ERIC Number: ED057266
Record Type: RIE
Publication Date: 1971-Mar
Reference Count: 0
Longitudinal Evaluation of Selected Features of the National Follow Through Program.
Stanford Research Inst., Menlo Park, CA.
An evaluation is made of the efficacy of various approaches to early childhood education when tested in the natural laboratories of operating schools, and the Follow Through program's impact on achieving social changes and ameliorating effects of poverty through education. Judged primarily from data collected during the 1969-70 school year, Follow Through is achieving its intended objectives. Some of the major findings of the program evaluation are: (1) Effects of Follow Through participation on children, parents, and school staff are not identical from one sponsored approach to another; (2) Children at all grade levels in Follow Through showed greater gains in school achievement than did their non-Follow Through counterparts; (3) Follow Through children showed positive changes in their attitudes toward school, their teachers, and their classmates; (4) Parents of Follow Through children showed consistently higher levels of awareness of their children's school program; were more likely to visit school; tended to be somewhat more satisfied with their child's school; and regarded the school's program as being more efficacious; and (5) Teachers and other school staff generally viewed the program as very helpful to the children and as influencing their teaching practices and attitudes. There are 8 chapters, 8 numbered appendices, 12 illustrations, and 31 tables in this report. For Appendix A, Statistical Data, see ED 057 267. (DB)
Descriptors: Academic Achievement, Data Collection, Disadvantaged Youth, Early Childhood Education, Educational Objectives, Followup Studies, Longitudinal Studies, Parent Attitudes, Poverty, Program Evaluation, Social Development, Statistical Analysis, Student Attitudes, Tables (Data), Teacher Attitudes
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: Stanford Research Inst., Menlo Park, CA.
Identifiers: Project Follow Through
Note: Draft report