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This evaluation of Cincinnati's Title I projects for the disadvantaged public school students notes that definitive statements about measurable results are unrealistic because the projects were evaluated after only 5 months in operation. However the evaluation establishes baseline data. Information about the 13 Title I projects was gathered from su"veys of teachers, students, and parents, and from academic achievement data. Pupil self-image, promotion rates, attendance, and dropouts were studied. The material is presented under the rubrics of (1) rationale, (2) description of the survey, (3) method of analysis, and (4) results. Tables and graphs summarize project data, and an appendix contains samples of the evaluation instruments. (NH)

THIS REPORT DESCRIBES AND EVALUATES TWO COMPENSATORY EDUCATION PROJECTS IN CINCINNATI, OHIO, FUNDED UNDER TITLE I OF THE ELEMENTARY AND SECONDARY EDUCATION ACT. IN THE SECONDARY SCHOOL REMEDIAL AND ENRICHMENT PROJECT, SPECIALLY EMPLOYED PERSONNEL USED EQUIPMENT AND SUPPLIES PURCHASED WITH TITLE I FUNDS TO INCREASE THE ACADEMIC ACHIEVEMENT OF DISADVANTAGED SECONDARY SCHOOL STUDENTS. EVALUATIVE DATA INDICATED THAT THE PROJECT WAS NOT SUCCESSFUL IN ATTAINING SPECIFIED OBJECTIVES. HOWEVER, SEVERAL SPECIFIC INSTRUCTIONAL ACTIVITIES APPEARED EFFECTIVE, SUCH AS REMEDIAL ENGLISH INSTRUCTION, HEALTH AND GUIDANCE SERVICES, AND SUMMER READING AND MATHEMATICS REMEDIATION. THE ELEMENTARY SCHOOL REMEDIATION AND ENRICHMENT ACTIVITIES INCLUDED REMEDIAL INSTRUCTION, ENRICHMENT LEARNING RESOURCE CENTERS, PARENT INVOLVEMENT, AND A SUMMER LEARNING CAMP. MEASUREMENT OF FUNCTIONAL OBJECTIVES REVEALED ONLY OCCASIONAL POSITIVE RESULTS. IN THE EVALUATION OF SPECIAL INSTRUCTIONAL ACTIVITIES, ONLY THE LANGUAGE ARTS PROGRAM APPEARED EFFECTIVE. SATURDAY ENRICHMENT CLASSES AND THE SUMMER LEARNING CAMP WERE WELL-RECEIVED, AND THE RESOURCE CENTERS WERE OPERATING EFFICIENTLY. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF INSTRUCTIONAL RESEARCH AND PROGRAM DEVELOPMENT," VOLUME 3, NUMBER 3, FEBRUARY 1968. (LB)

THIS REPORT ASSESSES THE GENERAL EFFECTIVENESS OF SIX SEPARATE COMPENSATORY EDUCATION PROJECTS WHICH PROVIDED EITHER (1) EARLY CHILDHOOD EDUCATION, (2) PHYSICAL HEALTH SERVICES, (3) EMOTIONAL, LEARNING, AND COMMUNICATION PROBLEMS, (4) STAFF DEVELOPMENT, LEADERSHIP AND INSERVICE TRAINING, (5) ELEMENTARY SCHOOL REMEDIATION AND ENRICHMENT, OR (6) SECONDARY SCHOOL REMEDIATION AND ENRICHMENT. DATA WERE GATHERED FROM SURVEYS OF TEACHERS, STUDENTS, AND PARENTS, AND FROM ACADEMIC ACHIEVEMENT DATA. PUPIL SELF-IMAGE, ATTENDANCE, PROMOTION RATES, DROPOUTS, PSYCHOLOGICAL REFERRALS, AND VANDALISM WERE STUDIED. TABLES AND GRAPHS SUMMARIZE PROJECT DATA. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF INSTRUCTIONAL RESEARCH AND PROGRAM DEVELOPMENT," VOLUME 3, NUMBER 1, SEPTEMBER 1967. (LB)

THE EFFECT WHICH THE FIRST YEAR OF VARIOUS ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) TITLE I COMPENSATORY EDUCATION PROJECTS HAS HAD ON A DISADVANTAGED POPULATION IN CINCINNATI IS REPORTED IN THIS EVALUATION. THE EVALUATORS HYPOTHESIZED THAT THE MOST DRAMATIC RESULTS WOULD OCCUR IN SCHOOLS WHICH RECEIVED THE MOST INTENSIVE TREATMENT. IN THE EVALUATION ONLY VARIABLES WHICH ARE EMPIRICALLY OBSERVABLE WERE STUDIED. HOWEVER, A STRICT EXPERIMENTAL DESIGN WAS IMPOSSIBLE BECAUSE SUCH A DESIGN WOULD HAVE MEANT LEAVING STUDENTS OUT OF THE PROJECT SO THAT THEY COULD PARTICIPATE IN CONTROL GROUPS. NEVERTHELESS, GENERALIZATIONS MADE FROM THE FINDINGS REVEAL THAT THE PROJECTS ARE "PROBABLY" HAVING AN IMPACT ON THE CINCINNATI SCHOOL SYSTEM. PART I OF THE REPORT EVALUATES THE COMBINED RESULTS OF THE 13 PROJECTS AND THEIR COMPONENT SERVICES ACCORDING TO--(1) THE RESULTS OF TEACHER, STUDENT, AND PARENT SURVEYS, (2) IMPROVED PUPIL ACADEMIC ACHIEVEMENT, (3) CHANGES IN PUPIL SELF-IMAGE, (4) PROMOTION RATES, (5) PUPIL ATTENDANCE RATES, AND (6) NUMBERS OF DROPOUTS. PART II DESCRIBES AND EVALUATES EACH PROJECT INDIVIDUALLY, INCLUDING AMONG OTHERS, CHILDHOOD EDUCATION, SATURDAY ENRICHMENT CLASSES, AND EDUCATION RESOURCES CENTERS PROJECTS. SUBSTANTIVE DATA IS REPORTED IN 36 TABLES THROUGHOUT THE REPORT. (LB)