ERIC Number: ED104961
Record Type: Non-Journal
Publication Date: 1975
Reference Count: N/A
Instructional Effectiveness in a Pre-Kindergarten Program: A Pupil Appraisal and Program Evaluation Model.
Whitney, Edward N.; And Others
In studies conducted in the Baltimore City Public Schools by the Office of Pupil and Program Monitoring and Appraisal (OPPMA), pre-kindergarten pupils were found to be "growing scholastically". A program, Early School Admissions Program (ESAP) was based on nine objectives established to prepare pre-schoolers for "reading readiness" when they entered the kindergarten. To assess the success of the children and the program, a criterion-measure, based on Piagetian concepts, was constructed in cooperation with OPPMA and the Project Manager of ESAP. Reliability and validity of the Program Evaluation Measure (PEM) were established and found to be satisfactory, thereby, giving more credence to the growth indicators of the pupils. The profiles of the children (they were tested in October, November, December, January and May) demonstrated a significant pattern of achievement similarity as reflected by Dumas Model for measuring profile configurations. The Dumas Model for determining the similarity of profile configurations enables one to quantify the degree to which several profiles are shaped alike. (Author)
Descriptors: Abstract Reasoning, Academic Achievement, Early Admission, Evaluation Methods, Instructional Programs, Intervention, Measurement Techniques, Models, Preschool Children, Preschool Education, Profiles, Program Evaluation, Program Improvement, Racial Differences, Reading Readiness, Social Differences, Student Evaluation, Test Reliability, Test Validity, Testing
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Baltimore City Public Schools, MD.
Identifiers - Location: Maryland (Baltimore)