ERIC Number: ED201383
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Treatment Verification: Multiple Analytical Methods and a Search for Causality in the Child Parent Center Compensatory Education Program.
Conrad, Kendon J.; And Others
Treatment verification methodology was employed in studying the Chicago Child Parent Center (CPC) compensatory education program. Established in disadvantaged areas by the Chicago public schools, CPCs are designed to break the cycle of poverty through educational intervention with children at ages 3 through 8. An element of evaluation studies that include experimental designs, treatment verification is the rigorous documentation of the degree and/or type of implementation of an intended treatment. In this study, 43 classroom observations were conducted by 22 observers in randomly selected CPC and control classrooms in order to verify that CPC treatment differed significantly from conventional treatment and that CPC treatment was being implemented as intended and to test the hypothesis that program outcomes resulted from differences in program treatment. To delineate CPC program processes, four scales were composed from the Classroom Observation Rating Scale (CORS). The scales were titled Enriched Environment, Child-centeredness, Parent Involvement and Presence of Evaluation of Student Achievement. In addition, parent involvement was assessed using self-reports from parent interviews. Relationships and variables were examined using analysis of variance, multiple regression, discriminant functions analysis and factor analysis. Among the results, findings indicate that children in CPC classes scored higher on all intended processes, but only the child-centeredness and evaluation scales showed statistically significant differences. (Author/RH)
Publication Type: Reports - Evaluative; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Chicago Child Parent Centers IL; Classroom Observation Rating Scale; Treatment Verification
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).