ERIC Number: ED338774
Record Type: Non-Journal
Publication Date: 1991-Mar
Reference Count: N/A
Compensatory Education Sustained Gains from Spring 1988 to Spring 1990. Report No. 91-1.
A study was done to determine the 1988-90 sustained gains in reading or mathematics among students in grades two through five in Seattle (Washington). These students were not retained but given compensatory education for 1 of the 2 years through one of the following models: (1) a traditional "pull-out" approach in reading and/or mathematics; (2) computer assisted instruction in reading and/or mathematics; (3) individual tutoring in reading by community volunteers; and (4) a reading resource specialist approach. A comparison group consisted of all students who were in grades two through five in 1988-90 who did not receive compensatory education service and were not retained. Comparison of gains in reading revealed that pull-out and computer assisted instruction recipients showed significantly larger gains than the comparison group. For mathematics, only pull-out participants showed gains that were significantly greater than gains made by the comparison group. Gains among computer assisted participants approached significance. When comparing these findings with those of 1983-85 and 1985-87, a significant positive effect of the pull-out approach on both reading and mathematics scores was consistent throughout. Results for the tutors were also consistently positive but not always significant due to the small number of participants. Results for computer assisted instruction have been unimpressive until the present study. Included are three references, four tables of data, and four graphs. (JB)
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Seattle Public Schools, WA.