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Download full textEaston, John Q.; Washington, Elois D. – 1982
The effects of students taking different levels of the same standardized achievement test were assessed by administering two levels of the same test to each student. The functional level of the test was taken by all students. The second level of testing was randomly assigned at the adjacent higher or lower level of the test. Functional level…
Descriptors: Elementary Education, Pilot Projects, Reading Achievement, Scores
Easton, John Q.; And Others – 1979
A study of 74 elementary classrooms in Chicago was undertaken to see how the management and organization of instruction impinge on student involvement during reading instruction. The objectives were to determine whether student attention was higher when the teacher directed instruction to the entire room than when the teacher directed instruction…
Descriptors: Attention, Economic Factors, Elementary Education, Group Instruction
Easton, John Q.; And Others – 1987
This study found that schooltype does not have a significant effect on reading achievement gain. The study analyzed achievement differences over a 3-year period among White, Black and Hispanic students who attended three different types of elementary schools in the Chicago Public Schools system that have racially mixed student enrollments:…
Descriptors: Academic Achievement, Black Students, Desegregation Effects, Desegregation Methods
