ERIC Number: ED117223
Record Type: Non-Journal
Publication Date: 1974-Oct
Reference Count: N/A
Attitude and Achievement as Measures of Effectiveness. Connecticut Compensatory Education Programs.
Roby, Wallace R.; And Others
This report investigates the question of whether a combination of attitude and achievement results of pupils can be used in an objective way to identify the more effective reading and math compensatory programs in a state. This question is held to have particular relevance in Connecticut since two-thirds of the state's compensatory programming is aimed at improving reading and math skills. Chapters focus on background and purpose, attitude responses of pupils, reading and math gains of pupils, combining attitude and achievement of pupils, additional findings, discussion of results, and value of the evaluation design used in the study. Findings indicate a low and non significant association between pupil attitude and achievement test results. Evidence of this study is considered to indicate that school districts spend more of their compensatory dollars to help those eligible children who are furthest behind in achievement. Other findings showed that reading gains equaled expectations, that poor children achieve less, and that concentration was least in large schools. More emphasis is said to be needed in selecting those most in need of help. Results are reported in the form of tables listing the outcomes of statistical analyses, together with brief descriptions. (Author/AM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Connecticut State Dept. of Education, Hartford. Bureau of Evaluation and Educational Services.
Authoring Institution: N/A
Identifiers - Location: Connecticut
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I