|
|
|
|
| LEADER |
00000nam a22000002u 4500 |
| 001 |
in00003962959 |
| 003 |
ERIC |
| 005 |
20220616021950.0 |
| 007 |
he u||024|||| |
| 008 |
841201s1984 xx ||| bt ||| | eng d |
| 035 |
|
|
|a ED254566 Microfiche
|
| 040 |
|
|
|a ericd
|c ericd
|d MvI
|d UtOrBLW
|
| 049 |
0 |
0 |
|a EEM#
|
| 099 |
|
|
|a ED254566 Microfiche
|
| 100 |
1 |
|
|a Yagi, Kan.
|
| 245 |
1 |
0 |
|a ECIA, Chapter I Disadvantaged Child Project in the Portland Public Schools, 1983-84 Evaluation Report /
|c Kan Yagi and Others.
|
| 260 |
|
|
|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1984.
|
| 300 |
|
|
|a 44 pages
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a microform
|b h
|2 rdamedia
|
| 338 |
|
|
|a microfiche
|b he
|2 rdacarrier
|
| 500 |
|
|
|a ERIC Note: For a related document, see edition 233 115.
|5 ericd
|
| 520 |
|
|
|a This summary report evaluates the 1983-84 Portland Public Schools Chapter 1 program in terms of achievement gains on the Comprehensive Tests of Basic Skills and the Portland Achievement Test. The Chapter l project included three public high schools, 50 public elementary schools, and 14 nonpublic elementary schools. At any given time, about 7,000 students were receiving supplementary support in reading or math basic skills. Three types of programs were implemented: (1) the Prescription Learning System; (2) Help One Student To Succeed (HOSTS) and (3) individual school developed programs. Overall 1983-84 achievement gains for Chapter 1 students showed satisfactory progress, but varied widely among schools and grades. Four special studies of Chapter 1 programs were completed in 1983-84. The examination of test scores of students enrolled in Chapter 1 at different periods over three successive years showed that student enrollment histories must be considered when evaluating sustained gains. Two studies, investigating the effects of the two exemplary programs, found that neither was noticeably better than the traditional Chapter 1 programs at producing achievement gains. The fourth study also supports the contention that additional student experience variables must be considered when evaluating a school's Chapter 1 program effects on student achievement. (Author/BS)
|
| 533 |
|
|
|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
|
| 500 |
|
|
|a Microform.
|
| 650 |
0 |
7 |
|a Academic Achievement.
|2 ericd
|
| 650 |
1 |
7 |
|a Achievement Gains.
|2 ericd
|
| 650 |
0 |
7 |
|a Achievement Tests.
|2 ericd
|
| 650 |
1 |
7 |
|a Basic Skills.
|2 ericd
|
| 650 |
1 |
7 |
|a Compensatory Education.
|2 ericd
|
| 650 |
0 |
7 |
|a Elementary Secondary Education.
|2 ericd
|
| 650 |
0 |
7 |
|a Federal Programs.
|2 ericd
|
| 650 |
0 |
7 |
|a Instructional Materials.
|2 ericd
|
| 650 |
0 |
7 |
|a Performance Factors.
|2 ericd
|
| 650 |
0 |
7 |
|a Program Evaluation.
|2 ericd
|
| 650 |
0 |
7 |
|a Teaching Methods.
|2 ericd
|
| 650 |
1 |
7 |
|a Test Results.
|2 ericd
|
| 653 |
0 |
|
|a Education Consolidation Improvement Act Chapter 1
|a Evaluation Reports
|a Portland Basic Skills Achievement Levels Testing
|a Portland School District OR
|
| 655 |
|
7 |
|a Reports, Research.
|2 ericd
|
| 710 |
2 |
|
|a Portland Public Schools, OR. Research and Evaluation Dept.
|
| 907 |
|
|
|y .b61792421
|b 211122
|c 081213
|
| 998 |
|
|
|a mc
|b 081213
|c m
|d a
|e -
|f eng
|g xx
|h 0
|i 1
|
| 982 |
|
|
|a no_backstage
|
| 999 |
f |
f |
|i c30f7e70-eff6-5295-9425-babe17e8fb66
|s 6f8b0070-5ec5-5e8a-9351-3d2035697e6a
|t 0
|
| 952 |
f |
f |
|p Non-Circulating
|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
|t 0
|e ED254566 Microfiche
|h Other scheme
|i Microform (Microfilm/Microfiche)
|n 1
|
