ERIC Number: ED117166
Record Type: Non-Journal
Publication Date: 1974-Dec
Reference Count: N/A
The Reading Component of the Minneapolis Schools' 1973-74 Emergency School Act Project: An Evaluation.
Higgins, Paul S.
The Reading Component of the Minneapolis Schools' 1973-74 Emergency School Aid Act (ESAA) Project was designed to improve reading comprehension among the poorest-reading students in eight desegregating public junior highs and the poorest-reading junior-high-age students in six nonpublic schools. The Reading Component not only met, but surpassed, its objectives for comprehension gain among disabled readers. Objective I stated, in part, that students with pretest comprehension grade-scores of 0-3.9 would show a median of 1.5 months comprehension gain for every month in the ESAA program; in fact, these students achieved a median gain rate of 2.4. Objective II stated, in part, that students entering the Component with pretest scores of 4.0-6.0 would have a median rate of 2.5 months gain per program month; the actual median rate for Objective II students was 3.1. Also, within each separate school, the ESAA students usually surpassed Objective I and II. In every public school approximately 60 percent of the Objective I students exceeded the expected median gain-rate of 1.5. Factors possibly accounting for differences among schools in gain rates were discussed. (Author/DEP)
Descriptors: Achievement Gains, Compensatory Education, Educational Objectives, Inservice Education, Junior High School Students, Junior High Schools, Parochial Schools, Program Evaluation, Public Schools, Reading Achievement, Reading Comprehension, Reading Improvement, Reading Instruction, Reading Materials, Remedial Programs, Remedial Reading, School Desegregation, Student Characteristics, Teaching Machines
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Minneapolis Public Schools, Minn. Dept. of Research and Evaluation.
Identifiers - Location: Minnesota (Minneapolis)