Title I and the Institutionalizing of Evaluation in an Urban School System.

It is proposed that the mandate for evaluation of Elementary Secondary Education Act (ESEA) Title I projects has served to establish models for evaluation design, implementation, and utilization of findings in a large urban school system. Contrary to the experience with evaluation of the "national" Title I program, local efforts were decidely successful. Case study and staff questionnaire data were utilized to describe levels of expectancies of administrators and teachers produced by exposure to and involvement in Title I evaluation activities. Staff satisfaction increased as they experienced use of evaluation feedback. From the vantage point of a decade of evaluation experience, it is clear that an unanticipated result in the school district has been the ligitimizing of a policy for evaluation. (Author/RC)