ERIC Number: ED238964
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
ESEA Title I Secondary Reading/Math Programs. Final Report, 1981.
Vazquez-Nuttall Associates, Inc., Newton, MA.
In this final evaluation report, Boston's Title I Secondary Reading/ Language Arts and Math Programs for 1980-81 are discussed. In both the middle schools and high schools, students on the average met or exceeded standardized test gains at most grade levels for reading /language arts. They did not meet expectations on mastery of performance objectives at any level. Public school students showed greater gains in almost all test areas, although parochial school students began with higher pre-test scores. In the high school math program, students made striking gains, although the small numbers tested made the results statistically unreliable. In the high school Jackson-Mann program for the hearing impaired, students did not make expected gains on the standardized tests and did not meet expectations on mastery of performance objectives. For the Title I program as a whole, administration, supervision, instructional time, and curriculum were generally regarded as satisfactory, although coordination between Title I and regular programs was a problem for a substantial minority of Title I and regular teachers. Changes in the selection and scheduling process were seen as necessary by some. Communication was not altogether satisfactory, especially communication with parents. On the whole, inservice workshops were seen as useful, although some suggestions for change were made. Middle school materials were rated as excellent, and high school materials as sometimes inappropriate. Parental involvement and attendance at Parent Advisory Council meetings was low for all grade levels. (CMG)
Descriptors: Achievement Gains, Compensatory Education, Educationally Disadvantaged, Elementary Secondary Education, Hearing Impairments, High Schools, Inservice Education, Language Arts, Middle Schools, Parent Participation, Program Effectiveness, Program Evaluation, Remedial Mathematics, Remedial Programs, Remedial Reading
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Boston Public Schools, MA.
Authoring Institution: Vazquez-Nuttall Associates, Inc., Newton, MA.
Identifiers - Location: Massachusetts (Boston)