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ERIC Number: ED196999
Record Type: Non-Journal
Publication Date: 1980-May
Pages: 76
Abstractor: N/A
Reference Count: N/A
The Impact of Title I Students' Background and Behavior on Educational and Affective Development, 1978-79. Evaluation of the ESEA Title I Program of the Public Schools of the District of Columbia.
NTS Research Corp., Durham, NC.
The goals of the Elementary and Secondary Education Act Title I program operated by the Public Schools of the District of Columbia were to provide disadvantaged children with supplemental instructional services to improve their performance in reading and mathematics and to support their affective and psychomotor development. This volume of the four-part evaluation of the 1978-79 program reports the status of student self-concept development as assessed through administration of the student-completed Self-Observation Scales. The relation of self-concept to achievement is described. In addition, teacher perceptions of student behavior, attitudes, and characteristics are reported. (Author/MK)
Publication Type: Reports - Evaluative; Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.
Authoring Institution: NTS Research Corp., Durham, NC.
Identifiers - Location: District of Columbia
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I