ERIC Number: ED205279
Record Type: Non-Journal
Publication Date: 1980-Dec
Reference Count: N/A
Assessment of Program Impact Through First Grade, Volume V: Impact on Children. An Evaluation of Project Developmental Continuity. Interim Report X.
Berrueta-Clement, John; And Others
Fifth in a series of six volumes reporting outcomes of the preliminary evaluation of an educational intervention, this report presents the findings of the effects of Project Developmental Continuity (PDC) up to the time the evaluation study's cohort of children completed grade 1. Preliminary findings concerning the relationship between variables in the teacher, parent and child domains are also provided. Begun at 15 sites in 1974 with the purpose of ensuring disadvantaged children receive continuous individualized attention as they progress from Head Start through the early primary grades, PDC emphasizes the involvement of school personnel and parents in formulating educational goals and in curriculum development. Chapter I of this volume presents a brief history of the PDC program. Chapter II describes the conceptual framework guiding the evaluation of PDC processes and effects on children. Data collection and analysis procedures are discussed in Chapter III. Chapter IV presents the descriptive findings regarding the sample and the characteristics of the instruments. Chapter V describes the results of the analysis of the child outcome measures. Chapter VI summarizes the major findings and discusses implications for the future. Appendices A and B provide, respectively, descriptions of the child development measures used and a comparison of summary score distributions by treatment group. (Author/RH)
Descriptors: Academic Achievement, Child Development, Control Groups, Cooperative Programs, Coordination, Disabilities, Disadvantaged Youth, Educational Change, Emotional Development, Family Characteristics, Grade 1, Health, Language Acquisition, Longitudinal Studies, Nutrition, Preschool Education, Primary Education, Program Effectiveness, Program Evaluation, Social Development, Spanish Speaking, Teacher Characteristics
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Human Development Services (DHEW), Washington, DC.
Authoring Institution: High/Scope Educational Research Foundation, Ypsilanti, MI.