ERIC Number: ED348442
Record Type: RIE
Publication Date: 1992-Jun
Reference Count: N/A
Report of the Chapter 1 Sustained Effects Study. 1989-91. Elementary and Secondary Education Act--Chapter 1.
Donaldson, William S.
This paper studies pretest-to-posttest, posttest-to-sustained effect, and pretest-to-sustained effect changes for 3,775 students in grades 2 through 8 who participated in Chapter 1 reading/mathematics programs in Columbus (Ohio) Public Schools during the 1989-90 school year. Data for 16 analysis groups were collected in spring of 1989, 1990, and 1991 and separated by skill area (reading-basic, reading-advanced, mathematics-basic, and mathematics-advanced) and by group-of-interest (exited program after 1 year, in the evaluation sample the second year, served but not in the evaluation sample the second year, and total). Those who exited the Chapter 1 program had the highest posttest scores and lost a substantial percent of their posttest-pretest gain during the year after program participation. Pretest, posttest, and sustained effects averages for reading-basic and reading-advanced were similar for grades 3 through 6. At least 50 percent of the students in each study group had positive pretest-to-sustained effect change values. The development of recommendations based solely on the sustained effects data is constrained by the complexity of how students get into the evaluation sample in various Chapter 1 programs and the types and amount of services that students receive compared to their need for services. Included are 26 graphs and 24 tables. (RLC)
Descriptors: Compensatory Education, Disadvantaged Youth, Economically Disadvantaged, Educationally Disadvantaged, Elementary School Students, Elementary Secondary Education, Longitudinal Studies, Low Income Groups, Outcomes of Education, Pretests Posttests, Program Evaluation, Research Methodology, School Districts, Secondary School Students, Special Needs Students, Student Evaluation, Urban Schools
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Columbus Public Schools, OH. Dept. of Evaluation Services.
Identifiers: Columbus Public Schools OH; Elementary Consolidation Improvement Act Chapter 1; Sustaining Effects Study