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Mf-$0.65 Hc16.58 DOCUMENT RESUME ED 055 664 PS 005 099 AUTHOR Gordon, Edmund W.; Kourtrelakos,James TITLE Utilizing Available Informationfrom Compensatory Education and Surveys. Final Report. New York, INSTITUTION Teaching and Learning Research Corp., N.Y. SPONS AGENCY Office of Education (DREW),Washington, D.C. PUB DATE 8 Jun 71 CONTRACT OEC-0-71-0370(284) NOTE 196p. EARS PRICE MF-$0.65 HC16.58 DESCRIPTORS Basic Skills; *CompensatoryEducation; *Compensatory Education Programs; *Data Analysis;Emotional Development; *Evaluation Needs; ParentParticipation; *Research Needs ABSTRACT The absence of systematicanalyses and syntheses of data from hundreds ofdocuments relating to compensatoryeducation constitutes justification for astudy unifying and avaluatingalready available information. Section Oneof this document introducesthe need for such a study anddiscusses problems and proceduresused in conducting and interpretingcompensatory educationevaluation research. Section Twodelineates the status of compensatoryeducation and Title I programs byciting major findings andconclusions from previous efforts, by representingfindings graphically on a matrix and by summarizing major studiesaccording to the following categories: academic skills, earlychildhood programs, affective development, parent and communityiniolvement, staff training, overhaul of schools and schoolsystems. Section Threeelaborates on implications for evaluationresearch by consideringexemplary studies of compensatory education,by analyzing survey andnational assessment strategies and byproposing some answers toquestions about the purpose, design,interpretation and policydetermination for evaluation research.Abstracts of relevant literatureand numerous programsplus a list of references areinterspersed within the text. [Filmed from bestavailable copy.] (WY) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG- INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY Research Proposal made to the Evaluation Design Division Program Planning andEvaluation Office of Education Department of Health,Welfare and Education 400 Maryland Avenue, S.W. Washington, D. C. 20202 from Compensatory TITLE: Utilizing Available Information Education and Surveys APPLICANT: Edmund W. Gordon, Secretary-Treasurer Teaching and Learning ResearchCoiporation 355 Lexington Avenue New York, New York10017 PRINCIPAL INVESTIGATORS: Edmund W. Gordon, Ed.D. James Kourtrelakos, Ph.D. 71 - 0370(284) FINAL REPORT - June 8, 1971 - OEC - 0 - Utilizing Information from Evaluation, Research and Survey Data Concerning Compensatory Education Page Section I. Introduction A.The Need for the Study 1 B.Problems in the Conduct and Interpretation of Compensatory Education Evaluation Research . 3 C.Procedures Utilized in this Study 11 D.Outline of the Report 14 Section II. Status of Compensatory Education and Tit lct I Programs A.Major Findings and Conclusions 16 B.Graphic Representation of Findings 27 C. Summary of Major Studies by Category 71 Section III.Implications for Evaluation Research A. Exemplary Studies of Compensatory Education 144 B. Survey and Other National Assessment Strategies ... 149 C.Evaluation Research: Purpose, Design, Interpretation, Policy Determination 153 Section I: INTRODUCTION A. The Need for the Study Statement of Problem The decade of the1960's has been markedby tremendously increased concern forthe education ofunderdeveloped seg- ments of the populationof the U.S.A. The enthusiasm and great expectationsnoted.in many of theinitial efforts at compensatoryeducation are now balancedby impatience, of pessimism. The problem has not sobriety, and Some degree The subsided in response to adéc.lied intent to attackit. complexity .of this problembecame more clear whenit became evident that simple changesin the quality offacilities, increase in the personnelassigned and servicesprovided or modestshifts in curriculumemphases, did not effect significant improvements inthe quality of learning: Educators are just beginningto realize thatthey confront tremendously complex problemswhen they seek to reversethe negative impacts ofeducational deprivation,social insulation, ethnic discrimination andeconomic deprivation. Increas- ingly, it is sensed thatthe problem is notsimply-peda- gogical but involves allaspects of communitylife. At the same time that thebreadth and complexity ofthe problem becomes clearer,it isalso becoming evidentthat concern for this problem servesnot only politicaland humanitarian purposes. The application ofpedagogical concern, competence and skill to theimproved education of thedisadvantaged is forcing educators to give moreserious attention to someof Reduced to its the basic problems ofteaching and learning. essence, the.crucialpedagogical problem involvedis that of understanding themechanisms of learningfacility and learning dysfunction andapplying this knowledge tothe optimum development of aheterogeneous populationcharacter- ized by differential backgrounds,opportunities, and patterns of intellectualand social function. Research related to theeducation of thedisadvantaged has covered a wide varietyof approaches andissues. However, most of this work canbe classified under twobroad categories: the first of these mightbe called the study of populationcharacteristics,and the second,the description and evaluation of programsand practices. In contrast to thevaried, detailed, andsometimes adequately designed researchinto population characteristics among disadvantaged groups,the examination ofeducational 3 -2- has programs andpractices for childrenof such populations too often beencharacterized by onlysuperficial descriptions One would expectthat the substantial and evaluation. would be research focused onpopulation characteristics reflected in new treatments;however, there hasbeen relatively little effortat relating developmentand treat- ment efforts to thepopulation characteristicsstudied. have tended to emergefrom the special Rather, treatments with either the fact biases or dominantmodels in the field, of intervention orthe magnitude ofintervention receiving than the specific nature orquality of more attention for the fact that intervention. This tendency may account referrable to treatmentand programs is much of the research or ..-tharacterized bysuperficial description of program practice and generalevaluation of impact. It is possible toidentify more than twohundred documents which report programdescriptions, programevaluations, or researchstudies related to compensatory surveys of programs reports of educational education. There are several hundred efforts sponsoredunder funds provided byProject Headstart Elementary and SecondaryEducation Act and T:itle I of the has of .1965. In addition, the U.S. Office of Education completed extensive surveysof the programs fundedunder Title I ESEA. In view of the amountand variety of these research, evaluation and surveyefforts,along with therapid and the critical needfor guidance development of this field syntheses of the of future efforts,systematic analyses and data from these various sourcesare very muchneeded. The absence of such analysesand syntheses Is theprimary justification for this studyand constitutes the purposeto which it is directed. The main task of the study wasthat of carefullyexamining it for new insightsand consolidating the literature, mining well as it in order to betterdirect educational policy as further research in thisfield. A special emphasis wasgiven to the relationshipbetween input variablesand variables defining the program impact onpupils (output variables) Crucial variables and criticalrelation- and to identifying work in ships among variables. However, when the status of this field iS more closelyexamined, this emphasis,which sounds feasible, appears notonly close to impossibleto pursue, but, withinthe limits of what canbe done with the data that presently exist,the emphasis almost seemsuseless, due to the inconclusive, unevenand contradictory nature of these data. Discrete relationships betweenvatiables simply cannot be determined fromthe data available. Most of the studies are not verygood. Almost none have been designed in a fashion which isadequate to guide policy decision making. There are problems in thedesign and conduct of evaluation research andin the implementationge.programs -3- which make synthesis andinterpretation difficult if not impossible. These problems are not peculiarto compensatory educatior but may come to be morefully appreciated out of our efforts atevaluating compensatory education, and particularly out of these efforts atutilizing information from evaluation, research and surveydata. B. Problems in the Conduct and Interretation of Compensatory EducationEvaluation Research 1. Technical Problems of Research The weaknesses in the applicationof evaluative research to compensatory educationpartially stem from the complex political and economic circumstancesunder which these programs were initiated anddeveloped. Programs from their inception involved large expenditures,often guided by other than purely experimental educationalconcerns. More than $10 billion was invested in educating poorand minority-group childr6n, from the combined efforts offoundations and local and federal governments. While the foundations pioneered relatively large attacks on the problemsof 'educating the' disadvantaged, some of these effortsunfortunately seemed also.
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