ERIC Number: ED213752
Record Type: RIE
Publication Date: 1981-Oct
Reference Count: 0
Evaluation in Bilingual Education.
The need to improve evaluation practices in Elementary Secondary Education Act (ESEA) Title VII bilingual education programs is addressed. The study examined existing efforts in bilingual program evaluations through a meta-evaluation of a sample of ESEA Title VII projects funded in 1979-80 that were representative of five regions of California. This meta-evaluation was done by examining the evaluation designs as stated in project proposals and the actual implementation of evaluation activities in the projects' evaluation reports that were submitted to the U.S. Department of Education. Evaluation designs frequently emphasized an evaluation based on instructional objectives in relation to student achievement. Evaluation reports focused on student achievement data and included survey questionnaire results regarding staff development and community involvement in some cases. Survey results from California Title VII Directors indicated that their technical assistance needs for conducting Title VII evaluations involved measuring the affective domain, using evaluation information effectively, developing in-house evaluation capabilities and analyzing data. The meta-evaluation results of this study indicated that Title VII projects still need to improve their evaluation designs and reports before evaluation reports can truly be considered as databases for future meta-analyses or as statements on the effectiveness of bilingual education. (Author/GK)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers: California; Elementary Secondary Education Act Title VII; Evaluation Problems
Note: Paper presented at the Joint Annual Meeting of the Evaluation Network and Evaluation Research Society (Austin, TX, September 30 - October 3, 1981).