Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

We're currently experiencing issues with Research Areas not being categorized correctly. We're working on a solution and apologize for the inconvenience.

If you have difficulty locating publications you are looking for please see Tips for Using the Database.

An evaluation of ESEA Title I Programs, Community School District 15

Kastner, S.; Hollingshead, M.
This study examined the efficacy of ESEA Title I programs in community school district 15 in New York City during the 1972-73 school year. The selected programs focused on improving the basic academic skills of at-risk students, but the evaluation was primarily concerned with reading achievement. The programs evaluated included Services to Early Elementary Children (SSEC), DISTAR Reading, Pre-Kindergarten, Parents School Center, Project Read, Project Improve, Cameo, Bi-Lingual-Bi-Cultural, Hi-Impact, Saturday and Holiday Bus Trip, Optional Assignment, Non Public Schools, Prescriptive Reading Lab, and Remedial Reading Lab. The DISTAR Reading program was initially implemented in two schools in the 1969-70 school year, and expanded to include seven additional elementary schools the following year. The program was implemented in 62 kindergarten (21), first grade (22), and second grade (19) classrooms, with approximately 2,000 students. Results for the DISTAR Reading program indicated an increase in standardized test scores and teacher enthusiasm for the program. All analyses of the standardized test scores indicated significant results. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading, DISTAR, reading skills, conceptual skills, BOEHM Test, CAT Level I Reading Achievement Test, New York City Pre-Reading Assessment Test, teacher survey
New York: New York University, Center for Educational Research and Field Services, School of Education
Design type:
Pretest Posttest Gain Score Design
Fidelity monitored:
Students included:
At-risk students, elementary students, kindergarten students, low-SES students, Puerto Rican students, African American students
New York City, elementary school
(ERIC Document Reproduction Service No. ED 087842)
Hits: 4461

Research Article Request Button newsite3

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01