ERIC Number: ED027365
Record Type: Non-Journal
Publication Date: 1969
Reference Count: N/A
Project Concern, Hartford, Connecticut. Elementary Program in Compensatory Education 2.
American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Project Concern in Hartford bused approsimately 260 inner city children to suburban elementary schools. The project was designed to evaluate experimentally the effects of (1) placement in a suburban school with or without remedial-supportive assistance and (2) placement in an inner city school with or without compensatory services. Criterion variables used to evaluate the treatment were mental ability, academic achievement, personal-social development, and creativity. Findings of a 1968 evaluation suggested that the bused experimental children in suburban classes in grades K-3 had a significantly greater tendency to show growth in mental ability than the control children remaining in inner city classrooms. In grades 4 and 5, however, the controls showed better achievement than the experimentals. The effects of supportive assistance were mixed. It was felt that the placement of two or three children in a suburban classroom had no measurable negative effect on the academic achievement of the suburban children. A description of the program includes information on staff, methodology, and costs. (EF)
Descriptors: Academic Achievement, Ancillary Services, Bus Transportation, Desegregation Effects, Disadvantaged Youth, Elementary School Students, Experimental Programs, Intelligence, Program Costs, Program Evaluation, School Personnel, Suburban Schools, Test Results, Transfer Programs, Urban Schools
Superintendent o f Documents, U.S. Government Printing Office, Washington, D.C., 20402 ($0.25)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.