ERIC Number: ED479162
Record Type: RIE
Publication Date: 2002-Oct
Evaluation of the Cleveland Scholarship and Tutoring Program, 1998-2001. Summary Report [and] Technical Report.
Metcalf, Kim K.; West, Stephen D.; Legan, Natalie; Paul, Kelli; Boone, William J.
This is the second annual report of a study examining the operation and impact of the Cleveland Scholarship and Tutoring Program (CSTP). The longitudinal project is investigating a wide range of issues associated with the operation and impact of the publicly funded voucher program. For the current project year, the evaluation focused on the characteristics of participating students, teachers, and classrooms at the private schools students attend and the public schools, and the academic achievement or program participants. This report is based on data collection and analysis from autumn 1998 through April 2001 and focuses on a cohort that began schooling as first graders in the 1998-1999 academic year. These children include scholarship students (voucher recipients), applicant/nonrecipients, and nonapplicants. Of secondary interest are scholarship winners/nonusers and former scholarship students who returned to the public schools. A greater proportion of scholarship students are Caucasian and fewer are African American than public school students, but the proportion of Hispanic and multiracial scholarship students is nearly twice that of public school students. The vast majority of teachers at public and private schools are fully certified, although the proportion is slightly greater in the public schools. Class sizes were larger in private schools, and larger classes were associated with higher academic achievement. There were no consistent, significant differences in achievement between scholarship and public school students by the end of third grade, and this finding held true across all of the available achievement measures. Students who leave the program and enroll in the public schools achieve at the lowest level of any other group. The findings reinforce that policies and procedures for disseminating scholarships have important implications for the program and participating families. Three appendixes contain information about analytic techniques. (Contains 62 tables and 32 figures.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Indiana Univ., Bloomington. Indiana Center for Evaluation.
Note: Executive summary is included. For the summary report through 2000, see UD 034 881.