ERIC Number: ED130950
Record Type: RIE
Publication Date: 1976-Jul
Reference Count: 0
Humanistic Studies, Academic and Cultural Enrichment Project: Title III Public Schools of the District of Columbia. Evaluation, Final Report, 1975-76.
District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.
This is the final evaluation report of a senior high school Humanistic Studies Program. This ongoing program was begun in the 1972-73 school year at Woodson Senior High School, Washington, D.C., to provide interdisciplinary academic and cultural experiences to students in grades 10-12 in art, music, literature, social studies, and history. The first half of the evaluation report identifies the program objectives, describes program operations and performance, and analyzes the performance of participating students within each program area as evidenced by test results on standardized and nonstandardized tests. Results show that the program improved student reading and writing skills to a greater extent than other classes. Students also gained a greater ability to analyze and verbalize problems and issues in a logical, consistent frame of thought. Student test results also show marked improvements in academic achievement. The appendices, which comprise half of the report, contain the test instruments used in the evaluation and data results of the evaluation. (Author/RM)
Descriptors: Art Education, Course Descriptions, Educational Improvement, Formative Evaluation, High Schools, History, Humanistic Education, Humanities Instruction, Interdisciplinary Approach, Literature, Music Education, Program Descriptions, Program Effectiveness, Program Evaluation, Secondary Education, Social Studies, Summative Evaluation, Tables (Data), Tests
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.
Note: For related documents, see SO 009 530 and ED 110 367 ; Appendices C and D may reproduce poorly due to marginal legibility