ERIC Number: ED183584
Record Type: RIE
Publication Date: 1979-Oct
Reference Count: 0
An Analysis of the Effects of Individualized Reading and Math Labs on the Achievement of Academically Deprived Students in Berkeley County, West Virginia. Final Report 79-7.
Rosenblatt, Richard D.
The effectiveness of the Elementary and Secondary Education Act Title I reading and mathematics laboratories were evaluated to assess the improvement of underachieving elementary school students' academic skills. Laboratory students were selected on the basis of academic (rather than socioeconomic) criteria in grades 2 through 5; the control groups were selected from non-Title I schools. Dependent variables were total reading and total mathematics scores on the Comprehensive Tests of Basic Skills (CTBS). Relative effectiveness of laboratory conditions was analyzed for each grade by analysis of covariance on the spring CTBS scores with the fall scores as covariate and group assignment as experimental treatment. It was determined that there was no statistically significant superiority of laboratory groups, except for fourth grade reading and mathematics in 1977-78 and third grade reading and fifth grade mathematics in 1976-77. CTBS scores were best predicted from the previous fall test administration. (Author/MH)
Descriptors: Achievement Gains, Achievement Tests, Analysis of Covariance, Compensatory Education, Criterion Referenced Tests, Educational Testing, Elementary Education, Elementary School Mathematics, Eligibility, Learning Laboratories, Program Evaluation, Reading Instruction, Scores, Student Improvement, Test Selection, Underachievement
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Berkeley County Board of Education, Martinsburg, WV.
Authoring Institution: Human Resources Research Organization, Alexandria, VA.
Identifiers: Comprehensive Tests of Basic Skills; Elementary Secondary Education Act Title I; West Virginia (Berkeley County)