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ERIC Number: ED237605
Record Type: Non-Journal
Publication Date: 1981-Oct
Reference Count: N/A
Evaluation of the Compensatory Reading and Mathematics Program Funded by Title I and CEP, 1980-81. Report No. 16-1.
Brooks, Margaret G.
Analysis of the reading and math California Achievement Test performance of participants in compensatory reading and math programs in the Atlanta, Georgia, public schools is consistent with previous findings. The lowest performing students were selected to participate, and although the level of their performance was well below the national norm and the level of those ineligible to participate, their reading and math gains were greater. In the elementary schools, the program used the pull-out model, in which additional instruction in reading and math was given. In the middle schools or high schools, the program used the teaming or substitution method, in which compensatory instruction was the only daily reading or math instruction. Over 80 percent of program participants were taught by the eclectic approach, which involved everything from instruction in the basal or instruction supplemental to the basal, to a separate instructional plan. The remainder were taught using one of a variety of programmed approaches to individualized instruction. No one approach was found to produce consistently higher gains among students. (CMG)
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Atlanta Public Schools, GA. Div. of Research, Evaluation, and Data Processing.