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ERIC Number: ED193254
Record Type: Non-Journal
Publication Date: 1980-Apr
Pages: 16
Abstractor: N/A
Reference Count: N/A
Model C Is Feasible for ESEA Title I Evaluation.
Echternacht, Gary
The assertion that Model C is feasible for Elementary Secondary Education Act Title I evaluation, why it is feasible, and reasons why it is so seldom used are explained. Two assumptions must be made to use the special regression model. First, a strict cut-off must be used on the pretest to assign students to Title I and comparison groups. Second, the functional relationship between pretest and posttest must be assumed in order to fit a regression line for use in determining the performance level of students without Title I. A single composite measure that combines test scores, teacher ratings, and past academic performance can be used to select Title I students, and as the pretest. Model C needs only a district-wide assessment of all students and access to a computer to match the data. Six reasons given for not choosing Model C include: (1) Model C requires more work than does Model A; (2) local programmers lack expertise in manipulating scientific data; (3) large districts lack experience in matching pretest and posttest scores; (4) data analysis is necessary; (5) selection process must be open; and (6) normal curve equivalent gains are lower than when using Model A. (RL)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I