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EVALUATING COMPENSATORY EDUCATION: OVER WHAT PERIOD OF TIME SHOULD ACHIEVEMENT BE MEASURED?
Author(s) -
DAVID JANE L.,
PELAVIN SOL H.
Publication year - 1978
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1978.tb00060.x
Subject(s) - disadvantaged , compensatory education , academic achievement , psychology , mathematics education , futures contract , standardized test , achievement test , medical education , developmental psychology , program evaluation , political science , medicine , economic growth , economics , public administration , financial economics
An assumption fundamental to compensatory education is that greater achievement can change the academic future of disadvantaged students, which may in turn enhance their “life chances.” Therefore, one of the goals of compensatory education is to increase the achievement of disadvantaged students. To change students' futures, this increase in achievement should be evident subsequent to participation in a compensatory‐education program. At a minimum, an increase in achievement should persist over the summer following a school‐year program. Evaluations of compensatory education in general, however, and of Title I of the Elementary and Secondary Education Act (ESEA) in particular, have not included measures of sustained achievement. Instead, judgments of program success have been based on students' achievement during the school year: that is, on a spring posttest score adjusted in some way for the preceding fall pretest score.