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ERIC Number: ED308235
Record Type: Non-Journal
Publication Date: 1988-Nov
Pages: 15
Abstractor: N/A
Reference Count: N/A
Sustained Effects: Measuring the Impact of Chapter 1 over Time, 1986-1988. Report No. 8908.
Davidoff, Stephen H.
An assessment of the long-term effects of Chapter 1 services offered within the Philadelphia (Pennsylvania) School District is provided. The study covers the effects of the remedial reading and mathematics programs on student achievement. More specifically, the study assessed the impact on achievement for students who participated in Chapter 1 programming for 2 consecutive years and for students for whom programming had been withheld for 1 year following program participation. An evaluation sequence of pretest, posttest, and sustained-effects test was selected within a 3-year cycle (1986-1988). The sustained effects data were obtained at least 12 months after the pretest. Achievement and participation data were collected as part of the Chapter 1 Evaluation and Reporting System. Achievement results from three points in time were compared. Results indicate that: (1) students participating in Chapter 1 reading or mathematics services for 2 consecutive years demonstrated a pattern of continuous achievement gains; (2) students participating in Chapter 1 reading services for 1 year demonstrated a pattern of non-sustained gains; and (3) students participating in Chapter 1 mathematics services for 1 year demonstrated a pattern of sustained-but-non-enhanced gains. (TJH)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Philadelphia School District, PA. Office of Research and Evaluation.
Identifiers - Laws, Policies, & Programs: Education Consolidation Improvement Act Chapter 1