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This paper suggests that the variety of decision making proposed by Professor Lortie will not afford the luxury of evaluative systems of the kind he describes. Professor Gordon feels that, had Professor Lortie pursued a line of functional analysis of many outcomes, he would have arrived at an entirely new analysis of the justification for complexity of evaluation. (Author)

The objectives of the Los Angeles Model Mathematics Project (LAMMP) are stated by the administration as improvement of mathematical skills and understanding of mathematical concepts; improvement of the pupils' self-image; identification of specific assets and limitations relating to the learning process; development and use of special instructional materials and programs and assessment of their values; selection and use of appropriate commercially developed equipment, instructional materials, and programs and assessment of their values. This report is a preliminary evaluation of the plan and a summary and interpretation of evaluation data. It is hoped that the formative evaluation approach recommended, is adopted. This type of evaluation will be important to provide teachers with enough time to work with the evaluation team and on their own in the preparation of testing materials. This additional demand on time could bring large benefits in the better monitoring of pupil progress and the adequate assessment of newly created instructional materials. (ON)

The purpose of this preliminary report is to describe and evaluate the Los Angeles Model Mathematics Project (LAMMP). The objectives of this project include the improvement of mathematical skills and understanding of mathematical concepts, the improvement of students' self-image, the development of instructional materials and the assessment of commercially developed instructional materials. The report describes the manner by which participants in the project were chosen and the instructional programs which were employed. An evaluation of measurement instruments used, a summary and interpretation of evaluation data, and recommendations for improving the project are also included. Only a preliminary analysis of data is contained in this report and no attempt is made to make statistical inferences. The report concludes that in many cases subjects were not randomly assigned to experimental and comparison groups and thus no valid inferences about the effects of instructional variables based on differences between experimental and comparison groups can be made. (FL)

Mexican American educational aspirations and achievements were studied to determine why they tended to be considerably lower than those of Anglos and also to account for the sources of variation within each group, thus attempting to explain the particular contribution of school contexts of varying socioeconomic level and ethnic composition. A survey was taken of 6th, 9th, and 12th grade pupils in the predominantly Mexican American areas of the Los Angeles School District to determine educational patterns and to verify findings. Cumulative school records and questionnaires administered by the staff supplied the data. Academic ability differences between the 2 ethnic groups as measured by achievement tests were found to be the direct result of the teaching provided by the school. Further results indicated the following sources of influence on pupil performance: (1) family educational level was the most important for both groups, with family economic level contributing less; (2) pupil attitudes and values were important for both groups at all grade levels; (3) social context of the school contributed substantially to the performance of Mexican Americans at the elementary and junior high levels and minimally at the senior high level; and (4) English usage made a positive contribution for Mexican American pupils at all grade levels. (CM)

PUPIL PRODUCTIVITY, MORALE, AND COMPLIANCE HAVE BEEN ANALYZED AS FUNCTIONS OF TEACHER LEADERSHIP INDEPENDENTLY OF THE QUESTION OF WHETHER THE TEACHER BEHAVIOR WHICH WAS FAVORABLE TO ONE OF THESE EFFECTS IN PUPIL BEHAVIOR WOULD ALSO BE FAVORABLE TO ANOTHER TYPE OF EFFECT. INTERRELATIONSHIPS OF EFFECTS WERE STUDIED WITH RESPECT TO THE QUESTION--DOES THE TEACHER WHO ACHIEVES THE GREATEST TOTAL LEARNING GAIN ALSO ACHIEVE HIGH MORALE OR COMPLIANCE. MEASURES OF PRODUCTIVITY, MORALE, AND COMPLIANCE WERE CONSIDERED IN LIGHT OF VARIABLES OF SEX, GRADE, AGE, INITIAL ACHIEVEMENT SCORES, GEOGRAPHIC MOBILITY, INTELLIGENCE, SOCIOECONOMIC STATUS, AND PREVIOUS HISTORY OF COOPERATIVE OR UNCOOOPERATIVE BEHAVIOR AT SCHOOL. PRODUCTIVITY WAS MEASURED BY A SERIES OF ACHIEVEMENT TESTS. PUPIL MORALE WAS MEASURED ON A SET OF QUESTIONS INCLUDED ON A FALL AND SPRING QUESTIONNAIRE. PUPIL COMPLIANCE WAS MEASURED IN RELATION TO REQUIREMENTS OF TASK PERFORMANCE AND CLASSROOM ORDER. THE STUDY REVEALED A SIGNIFICANT RELATIONSHIP BETWEEN TEACHER LEADERSHIP AND THE THREE EFFECTS. LEADERSHIP FUNCTIONS WERE FOUND TO BE SCALABLE. THE EFFECTS INTERACTED SO THAT THE LEVEL OF PERFORMANCE ON ANY SINGLE DIMENSION WAS DEPENDENT ON THE LEVEL OF PERFORMANCE IN THE OTHER TWO DIMENSIONS. THESE FINDINGS ENABLED THE RESEARCHER TO SPECIFY THE TEACHER LEADERSHIP STYLES WHICH MAXIMIZE THE GREATEST NUMBER OF EFFECTS.