ERIC Number: ED186487
Record Type: Non-Journal
Publication Date: 1980-Apr
Reference Count: N/A
A Comparison of Cognitive Gains of Seventh, Eighth, and Ninth Grade Students across Two Years of Title I.
Powers, Stephen; Gallas, Edwin J.
Test scores for fall and spring administrations for two consecutive years for Elementary and Secondary Education Act (ESEA) Title I students in the Tucson Unified School District are presented and compared. The students were given out-of-level tests: the 138 seventh-grade students and 106 eighth-grade students were given Level 2 of the Comprehensive Tests of Basic Skills (recommended for grades 4.5-6.9) and the 65 ninth-grade students were given Level 3 (recommended for grades 6.5-8.9). Each group took the same test on all four occasions. Data are presented for the total reading score, listing the mean for each group on each occasion in terms of expanded standard scores, normal curve equivalents, and grade equivalents. The appendix also lists means and standard deviations in expanded standard scores for two subscores and the total reading score. The statistical significance of the score changes are presented in terms of Student's t-test. The author discusses the implications of the results with reference to ESEA Title I evaluations. (CTM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I
Identifiers - Assessments and Surveys: Comprehensive Tests of Basic Skills