A re-analysis of evaluation data concerning the Emergency School Aid Act shows that findings of the original evaluators are open to multiple interpretations. (JKS)

Commentary is presented on the evaluation of the Emergency School Aid Act and a review of that evaluation (TM 503 672). The commentary focuses on philosophical issues and the uses of several levels of observation in data analysis. (JKS)

The nature of experimental designs in the evaluation of educational programs is addressed in this commentary on the evaluation of the Emergency School Aid Act and a paper detailing that evaluation (TM 503 672). (JKS)

This report focuses on a set of supplemental analyses that were performed on portions of the Emergency School Aid Act (ESAA) evaluation data. The goal of these analyses was to explore additional relationships in the data that might help to inform program policy, to confirm and/or further explicate some of the findings reported earlier, and to put…

The evaluators of the Emergency School Aid Act respond to commentaries on their evaluation of the act and their article detailing that evaluation (TM 503 672). Each commentary is discussed. (See TM 503 673 through 678). (JKS)

The financial aspects of educational programs are discussed in this commentary on the evaluation of the Emergency School Aid Act. Budget and expenditure data must be examined closely when evaluating educational programs. (JKS)

A major objective of this three year national Emergency School Aid Act (ESAA) study was to evaluate the impact of ESAA programs by comparing schools that received ESAA funds with those that did not. Student growth in reading and mathematics were compared. To identify what kinds of schools (what allocations of resources, and what types of…

Problems encountered in large-scale educational evaluations are discussed using the evaluation of the Emergency School Aid Act as an example. This extensive article focuses primarily on methodological issues. (JKS)

The Evaluation of the Emergency School Assistance Program (ESAP) for the 1971-72 school year is the first application of full-blown experimental design with randomized experimental and control cases in a federal evaluation of a large scale program. It is also one of the very few evaluations which has shown that federal programs can raise tested…

This evaluation sampled 150 pairs of schools (50 pairs of high schools and 100 pairs of elementary schools) eligible for ESAP funds, randomly designating one school from each pair as a control school to receive no ESAP funds and using a flip of the coin to so designate. The first volume of the report comprises four chapters and seven appendices.…