ERIC Number: ED205280
Record Type: Non-Journal
Publication Date: 1980-Dec
Reference Count: N/A
Assessment of Program Impact Through First Grade, Volume VI: Summary of Impact on Institutions, Teachers and Classrooms, Parents and Children. An Evaluation of Project Developmental Continuity. Interim Report X.
Powell, Marjorie; And Others
The final volume in a series of six evaluation reports, this document provides a summary of the results of the evaluation of Project Developmental Continuity (PDC), conducted when the evaluation study's cohort of children had completed grade 1. Begun at 15 sites in 1974 with the purpose of ensuring that 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. Data collection and analysis procedures are discussed in Chapter III. Chapters IV, V, VI and VII present results for each of the four major areas studied: institutional policies and procedures; teacher attitudes and behaviors as related to classroom and parents; parent attitudes and behaviors as related to their child's school; and the achievement of the children. Additionally, the initial analyses of interrelationships between the four major areas, such as the relationship between teacher attitudes and parental involvement with their child's school, are summarized. (Author/RH)
Descriptors: Child Development, Control Groups, Cooperative Programs, Coordination, Disadvantaged Youth, Educational Change, Grade 1, Longitudinal Studies, Parent Attitudes, Parent Participation, Preschool Education, Primary Education, Program Effectiveness, Program Evaluation, School Administration, Teacher Attitudes, Teacher Behavior
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.