ols' Office of Academic Achievement) were evaluated by Swanson (1991). These programs were: the Academic Achievement Project, the Early Childhood Model (ECM) Schools, and the Seattle Pilot Projects.
Evaluative data consisted of information obtained from interviews, participant observations, teacher questionnaires and the analyses of questionnaire data. The results of the evaluation revealed the following major findings:
(1) Change in academic status was slow, gradual and relatively weak; however, students did show some gains in achievement.
(2) The ease with which each of the projects was implemented varied from program to program.
(3) There was some change in classroom attitudes regarding learning with attitudes becoming more positive.
(4) There were substantial correlations between the level of implementation and achievement gains: specifically, it was observed that as the level of implementation increased, achievement gains increased. In other words, the more the project or program was oriente
...