ERIC Number: ED228320
Record Type: Non-Journal
Publication Date: 1983-Apr
Reference Count: N/A
An Exploratory Examination of Sustaining Program Effects Using Multiple Outcome Measures.
Pecheone, Raymond L.; Nearine, Robert J.
This study examines the long term effects of a compensatory reading project, the Intensive Reading Instructional Team (IRIT), which has been validated both by the Education Department's Joint Dissemination and Review Panel and the Connecticut State Department of Education. A second purpose is to demonstrate to both the hosting district and to other Connecticut school districts that a sustaining effects study could effectively impact on local policy making. This demonstration provides practical examples of how a Title I project could comply with long term study requirements and produce useful information for local policy makers as well. Finally, this study serves as an example of the type of partnership which can be established between a school district and state researchers. The following measures were used in the multiple assessment strategies: (1) Metropolitan Achievement Test, (2) Stanford Diagnostic Reading Test, (3) Miscue Analysis, (4) two attribution measures of pupil's perceptions of their confidence and competence in reading, and (5) attendance data. Although the sustaining effects study is not completed, several policy-based activities have begun, including the use of the IRIT sustaining effects model as a base for generating other long-term program data. (Author/PN)
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: Metropolitan Achievement Tests; Stanford Diagnostic Reading Test